Journal articles: 'Peer leader'

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Kritz, Marlene, Cecilie Thøgersen-Ntoumani, Barbara Mullan, Joanne McVeigh, and Nikos Ntoumanis. "Effective Peer Leader Attributes for the Promotion of Walking in Older Adults." Gerontologist 60, no. 6 (April 10, 2020): 1137–48. http://dx.doi.org/10.1093/geront/gnaa014.

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Abstract Background and Objectives Peer-led interventions are promising for the promotion of physical activity behavior in older adults. However, little is known about the attributes of effective older peer leaders in such intervention programs. The objective was to determine what older adults perceive to be effective peer leader attributes. Research Design and Methods A mixed-methods concurrent triangulation design was used. Participants, aged 60 years and older, were recruited from retirement villages and existing walking groups in Western Australia. They were predominantly white, Australian-born, female, healthy retirees. The sample consisted of four groups of older adults: those who had taken part in past peer-led walking programs (experienced walkers; n = 18), those interested in joining as walkers in a peer-led walking intervention (inexperienced walkers; n = 43), those interested to take on a peer leader role (inexperienced peer leaders; n = 25), and those who had already served as peer leaders (experienced peer leaders; n = 15). Questionnaires measured perceived effective leadership attributes, and physical activity was measured using ActivPAL devices (N = 101; Mage [SD] = 75.36 [7.59]). Semistructured interviews were conducted with the majority of participants (N = 68; Mage [SD] = 74.68 [7.78]). Results Overall, participants described an effective peer leader as optimistic, compassionate, and friendly, but differences in perceptions were apparent between the groups. Discussion and Implications Our findings advance knowledge about important characteristics of an effective older peer leader, which can inform peer leader training, recruitment of peer leaders, and future scale development.

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Szteinberg, Gabriela, Michelle D. Repice, Claudia Hendrick, Stephen Meyerink, and Regina F. Frey. "Peer Leader Reflections on Promoting Discussion in Peer Group-Learning Sessions: Reflective and Practiced Advice through Collaborative Annual Peer-Advice Books." CBE—Life Sciences Education 19, no. 1 (March 2020): ar2. http://dx.doi.org/10.1187/cbe.19-05-0091.

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As research has shown, collaborative peer learning is effective for improving student learning. Peer-led team learning (PLTL) is one well-known collaborative-group approach in which groups are facilitated by trained undergraduate peer leaders. This paper contributes to the literature on peer-leader training by examining how peer leaders for a large introductory science course translate their training into practice during their sessions. By conducting qualitative analysis on annual advice books written by emergent peer leaders, we examined the practiced advice and strategies of these peer leaders as they facilitate PLTL groups in a university-level general chemistry course. These advice books are passed on to future peer instructors, creating a community of practice between new and more experienced peer leaders. From the analysis, we discovered that peer leaders focus on developing robust student–student discussion during complex problem solving by 1) creating a community-oriented social and intellectual environment, 2) adapting their tactics and the collaborative-learning strategies to balance different personalities and promote equal participation among all students, and 3) modifying collaborative group approaches when facilitating their sessions. Also, in their correspondence across cohorts, peer leaders provided near-peer support to one another. These annual books disseminate practiced advice between peer-leader generations and are used during new peer-leader training.

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Tureen, Amy, Erick Lemon, Joyce Martin, Starr Hoffman, Mindy Thuna, and Willie Miller. "Virtual cohorts: Peer support and problem-solving at a distance." College & Research Libraries News 81, no. 5 (May 1, 2020): 232. http://dx.doi.org/10.5860/crln.81.5.232.

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A common challenge for administrative leaders in academic libraries is that we often have few peers within our organizations, and those that we do have may not be able to provide the dispassionate, unbiased feedback we need. The authors of this article, library leaders from across the United States and Canada, formed a virtual cohort for peer leader support and have found it to be transformative in approaching leadership challenges at our home institutions.

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Walpola, Ramesh L., Romano A. Fois, Andrew J. McLachlan, and Timothy F. Chen. "Enhancing generational change in patient safety attitudes through peer leadership." BMJ Simulation and Technology Enhanced Learning 2, no. 3 (June 22, 2016): 87–89. http://dx.doi.org/10.1136/bmjstel-2016-000111.

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BackgroundDespite peer-led teaching demonstrating benefits in patient safety education, few studies have evaluated these programmes from the perspective of peer leaders.ObjectiveTo evaluate the impact of peer leader participation in a patient safety education workshop in improving their patient safety attitudes.Participants34 final year pharmacy student peer leaders.MethodsAn interactive peer-led patient safety workshop was delivered to 249 first year pharmacy students. Peer leaders' attitudes were assessed 2 months prior to and immediately after peer leader training; and immediately after and 1 month following the workshop. Using a validated patient safety attitudinal survey, repeated measures analysis of variance and pairwise comparisons were used to evaluate changes in four key attitudes over time: being quality improvement focused; internalising errors; questioning more senior healthcare professionals' behaviours; and attitudes towards the open disclosure of errors.ResultsCompared to baseline, peer leaders' attitudes towards open disclosure significantly improved immediately following the workshop (p=0.010) and were sustained after 1 month (p=0.028). Attitudes towards being quality improvement focused also improved significantly 1 month after the workshop (p=0.003).ConclusionsParticipation in a peer-led patient safety education programme benefits both students and peer leaders, enabling further mastery of concepts and enhancing generational change in patient safety practices.

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Ho, Teck-Hua, and Xuanming Su. "Peer-Induced Fairness in Games." American Economic Review 99, no. 5 (December 1, 2009): 2022–49. http://dx.doi.org/10.1257/aer.99.5.2022.

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People exhibit peer-induced fairness concerns when they look to their peers as a reference to evaluate their endowments. We analyze two independent ultimatum games played sequentially by a leader and two followers. With peer-induced fairness, the second follower is averse to receiving less than the first follower. Using laboratory experimental data, we estimate that peer-induced fairness between followers is two times stronger than distributional fairness between leader and follower. Allowing for heterogeneity, we find that 50 percent of subjects are fairness-minded. We discuss how peer-induced fairness might limit price discrimination, account for low variability in CEO compensation, and explain pattern bargaining. (JEL C72, D63)

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Menzies, Victoria, and Jennifer Tredinnick. "Flipped peer leader training: A modularised, blended and active peer leader training and development program." Student Success 8, no. 2 (July 25, 2017): 79–85. http://dx.doi.org/10.5204/ssj.v8i2.383.

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Blended and flipped classroom pedagogical models are recognised as having the potential to deepen and enrich student learning while also being a more engaging learning experience (Partridge, Ponting, & McCay, 2011). E-learning platforms and blended pedagogies have transformed the higher education landscape, changing how teaching and learning occur along with learner expectations about the nature of their learning experience. Active-learning, collaborative learning, blended pedagogies and flexibility in deciding where, when and how they engage have now become mainstreamed (Gaebel, Kupriyanova, Morais, & Colucci, 2014). In the peer leader training and development landscape, blended pedagogical approaches are typically not applied; however, if adopted, they have the potential to similarly transform the learning experience. This article describes a student-centred blended and flipped classroom model of peer leader training that aims to establish a more flexible, connected, coherent and deeper student learning experience.

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Young, Lindsay E., and John A. Schneider. "The Co-Evolution of Network Structure and PrEP Adoption among a Large Cohort of PrEP Peer Leaders: Implications for Intervention Evaluation and Community Capacity-Building." International Journal of Environmental Research and Public Health 18, no. 11 (June 4, 2021): 6051. http://dx.doi.org/10.3390/ijerph18116051.

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Background: Peer leader interventions are effective strategies for promoting prevention behaviors in communities at risk for HIV, yet little is known about their effects on the social and behavioral dynamics of peer leaders themselves. Methods: Using data from PrEP Chicago, an RCT PrEP for prevention intervention for young Black MSM (YBMSM), we apply stochastic actor-based models to longitudinally model the impact of study participation on the online friendship and PrEP adoption dynamics among a network of peer leaders (n = 174) and a network of control group counterparts (n = 166). Results: Peer leaders assigned to the same leadership training workshop were more likely to form new Facebook friendships with one another, whereas control participants assigned to the same attention control workshop were no more or less likely to form new friendships. Further, peer leaders with greater PrEP intentions and those living with HIV were more active in forming new friendships with other peer leaders, effects not found in the control network. PrEP adoption was not influenced by network dynamics in either group. Conclusions: The implications of these findings are discussed through the lens of community-capacity building and the role that peer leader interventions and the networks they engage can impact public health.

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Johnson, Melissa L. "Integrating technology into peer leader responsibilities." New Directions for Higher Education 2012, no. 157 (March 2012): 59–71. http://dx.doi.org/10.1002/he.20006.

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Powell, Ned G., Ian Collings, Philip Kloer, and Peter Lees. "Near-peer leadership workshops in Cardiff University." BMJ Leader 2, no. 1 (March 2018): 14–15. http://dx.doi.org/10.1136/leader-2018-000073.

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McIntosh, Emily A. "Working in partnership: The role of Peer Assisted Study Sessions in engaging the Citizen Scholar." Active Learning in Higher Education 20, no. 3 (October 30, 2017): 233–48. http://dx.doi.org/10.1177/1469787417735608.

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This article argues that peer learning, specifically Peer Assisted Study Sessions, supported by academic tutors, is a valuable part of the agenda to emphasise the social mission of higher education. This study draws on data collected at two time points from respondents who were trained as Peer Assisted Study Sessions leaders. The data reveal that peer learning interventions nurture specific proficiencies and attributes of the Citizen Scholar, particularly creativity and innovation, design thinking and resilience. This study focuses on how Peer Assisted Study Sessions leader respondents conceptualise and articulate their own learning, relating it to the development of these specific proficiencies and attributes. It also offers insight into how Peer Assisted Study Sessions leaders foster the skills of citizen scholarship for those participating in their sessions.

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Ferreira, Aristides I. "Leader and Peer Ethical Behavior Influences on Job Embeddedness." Journal of Leadership & Organizational Studies 24, no. 3 (May 3, 2017): 345–56. http://dx.doi.org/10.1177/1548051817702095.

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Drawing on the social learning theory, the current research proposes that employees learn specific ethical behavior by observing others (leader and peers), thus influencing their job embeddedness. This study examined the mediating and moderating contextual variables in the relationship between ethical leadership and job embeddedness using a sample of 343 employees from 40 different companies. Results revealed that ethical leadership is related to job embeddedness and that perceived supervisor support mediated the influence of ethical leadership on job embeddedness. Also, peer unethical behavior moderated the indirect ethical leadership–job embeddedness relationship at the group level of analysis. Implications of these findings for research and practice are discussed. Specifically, this study proposes that there is a need to select middle managers that are focused on people’s needs and to train and motivate supervisors to support and stimulate their subordinates.

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West, Harry, Rhiannon Jenkins, and Jennifer Hill. "Becoming an effective Peer Assisted Learning (PAL) Leader." Journal of Geography in Higher Education 41, no. 3 (April 16, 2017): 459–65. http://dx.doi.org/10.1080/03098265.2017.1315384.

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Carter, D. S. G. "Evaluating the adolescent peer leader aids education project." Australian Educational Researcher 20, no. 2 (August 1993): 23–36. http://dx.doi.org/10.1007/bf03219541.

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Peterson, Alexandra, and Hannah Monaghan. "Near-peer mentorship: a pilot programme to improve support for new doctors." BMJ Leader 3, no. 1 (February 16, 2019): 11–14. http://dx.doi.org/10.1136/leader-2018-000122.

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IntroductionTransition from medical student to Foundation Year 1 (FY1) doctor is often challenging. New doctors commonly report feeling stressed and unsupported.1–4 In order to improve support for FY1s, we piloted a peer mentorship scheme. We evaluated the impact of having a near-peer mentor in Foundation Year 2 (FY2) in addition to the traditional Educational Supervisor on FY1s’ experience of their first year of practice.Methods190 Foundation Year doctors (FYs) volunteered (95 FY1s, 95 FY2s). FY1-FY2 dyads were assigned according to similar rotation assignments in the FY1 year. Dyads were encouraged to communicate informally as well as meet face-to-face three times over the one-year mentorship period. Feedback was sought regularly via online survey.ResultsResponse to a one-year evaluation survey was 32/95 FY1s, 65/95 FY2s. 94% of respondents reported having both mentor and Educational Supervisor was beneficial. 84.4% of FY1s reported ‘having a peer mentor helped [them] feel supported in the transition from medical student to FY1.' 99% of respondents recommended the programme should continue.The programme is currently running for a second year. 61% of 2017/2018 FY1 participants (58/95) have volunteered as FY2-mentors in 2018/2019.ConclusionsNear-peer mentorship enhances support for FY1 doctors. This intervention was widely accepted and received positive evaluations from participants. We provide a simple, low-cost model that could be replicated and adapted to improve support for doctors in training.

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Peairs, Kristen F., Christopher S. Sheppard, Martha Putallaz, and Philip R. Costanzo. "Leader of the Pack: Academic Giftedness and Leadership in Early Adolescence." Journal of Advanced Academics 30, no. 4 (May 8, 2019): 416–40. http://dx.doi.org/10.1177/1932202x19847667.

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The present study expanded our current understanding of leadership among academically gifted seventh-grade students by examining peer-identified leaders of naturally occurring social groups in a mixed ability setting. Three consecutive cohorts of seventh-grade students ( N = 474; 57% female; 43% European American) attending a public magnet secondary school participated. Results indicated that gifted students were more apt to be identified as leaders than nongifted youth and both conventional and unconventional styles of leadership related similarly to higher social standing and influence in the peer network. Nongifted leaders displayed a mixed profile of prosocial and more risky deviant behavior, whereas gifted leaders displayed a primarily prosocial leadership style. However, gifted leaders perceived themselves to be more influential and intimidating than other students and also endorsed sensation seeking tendencies more than other students. Findings underscore the heterogeneity of leadership during young adolescence and the distinct profile of gifted leaders compared with other leaders and gifted peers.

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Harrison, Sarah. "Congress celebrates distinguished nurse leader and cross-bench peer." Nursing Standard 26, no. 38 (May 23, 2012): 14. http://dx.doi.org/10.7748/ns2012.05.26.38.14.p8378.

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Wiist, William H., Russell H. Jackson, and Kenneth W. Jackson. "Peer and Community Leader Education to Prevent Youth Violence." American Journal of Preventive Medicine 12, no. 5 (September 1996): 56–64. http://dx.doi.org/10.1016/s0749-3797(18)30237-x.

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Snyder, Julia J., and Jason R. Wiles. "Peer Led Team Learning in Introductory Biology: Effects on Peer Leader Critical Thinking Skills." PLOS ONE 10, no. 1 (January 28, 2015): e0115084. http://dx.doi.org/10.1371/journal.pone.0115084.

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Lozada, Neva, and Ane Turner Johnson. "Perspective Transformation in the Supplemental Instruction (SI) Leader." Journal of Transformative Education 17, no. 2 (May 7, 2018): 112–32. http://dx.doi.org/10.1177/1541344618774544.

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This qualitative case study explores how former Supplemental Instruction (SI) leaders experienced perspective transformation as a result of serving in a peer leadership role at a 4-year, private university through a blended theoretical framework based on the principles set forth by Mezirow and Nohl. Through their participation in interviews and graphic elicitations, former SI leaders offered valuable insights concerning the transformative nature of student leadership and its impact on the emerging sense of self in social and learning contexts. This study also assists in filling the void in research on how undergraduate students benefit by serving in a leadership role within a peer-facilitated academic assistance program in higher education.

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Silvert, Colby, John Diaz, Laura Warner, and Willis Ochieng. "To work alone or with peers: Exploring smallholder coffee farmers’ perceptions influencing collective actions." Advancements in Agricultural Development 2, no. 2 (May 18, 2021): 1–14. http://dx.doi.org/10.37433/aad.v2i2.95.

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This study examines how smallholder coffee farmers’ perceptions may influence their engagement in peer mobilization and collective action. Forty smallholder coffee farmers were interviewed in the Central Highlands region of Peru using a closed-ended instrument. The sample of smallholder farmers was achieved using purposive and snowball sampling methods. Quantitative data on farmers’ attitudes and aspirations regarding working with peers, autonomy, and external support as well as knowledge, skills, and behaviors pertinent to collective actions were collected and analyzed using descriptive and correlational procedures. Key findings indicate farmers perceive a need for external support, feel there are benefits of collective actions, and aspire to work with their peers. Based on the findings, it is recommended that practitioners and farmer group leaders focus training efforts on building smallholders’ knowledge and skills in mobilization, encourage peer association/collective action as a source of external support, and target knowledgeable, skilled and confident farmers to lead collective actions. This study has implications to bolster support for farmer-to-farmer extension and technical assistance systems and inform the identification of leader farmers.

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Grobman, Laurie. "Building Bridges To Academic Discourses: The Peer Group Leader in Basic Writing Peer Response Groups." Journal of Basic Writing 18, no. 2 (1999): 47–68. http://dx.doi.org/10.37514/jbw-j.1999.18.2.04.

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Beech, Amy, Do Won Kwak, and Kam Ki Tang. "Leading by example." International Journal of Social Economics 42, no. 1 (January 12, 2015): 19–32. http://dx.doi.org/10.1108/ijse-08-2013-0181.

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Purpose – The purpose of this paper is to explore the interdependence between donor countries’ health aid expenditures. The specific form of interdependence considered is the leader effect, whereby an influential country has a positive leverage effect on other donor countries’ aid expenditure. The opposite case of a free-rider effect, whereby a single donor country has a negative leverage effect on its peers, is also considered. Design/methodology/approach – Focusing on the identification of the leader effect avoids the estimation bias present in the identification of the peer group effect, due to endogenous social effect. The empirical analysis focuses on Development Assistance for Health provided by 20 OECD countries over the period of 1990-2009. Aid commitment and aid disbursement are distinguished. Findings – When aid dynamics, country heterogeneity, and endogeneity are accounted for, there is no evidence that the biggest donor – the USA, or the most generous donors – Norway and Sweden, exhibit any leverage effects on other donor countries’ aid expenditures. Originality/value – This is the first paper to examine the leader and free-rider effects in health aid provision as previous studies focus on peer effects. Any evidence of leader or free-rider effects (or the lack of it) adds to the understanding of international political economy especially in the area of foreign aid provision.

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Chen, Yi-Fen, Chia-Wen Tsai, and Yu-Fu Ann. "Influence of Opinion Leaders on Purchase Intention Using Social Network Analysis." International Journal of Information Communication Technologies and Human Development 10, no. 1 (January 2018): 1–16. http://dx.doi.org/10.4018/ijicthd.2018010101.

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This article examines social network centralities to identify peer group's opinion leader with the aim of determining whether an opinion leader and perceived value influence purchase intention in the field of paid mobile apps. Social network analysis (SNA) and regression analysis are applied to examine the hypotheses within the theoretical framework. The experiment involved a peer group of college students with total of 46 subjects. Using SPSS to analyze the influences of perceived value and the group's opinion leader on purchase intention, the results showed that consumer purchase intention is positively influenced by both the perceived value of paid mobile apps and positive advices given by opinion leader. In addition, an analysis using Ucinet 6 to examine consulting network centrality, friendship network centrality, and information centrality of every member of the group revealed that based on group structure, the group member having the highest centrality has the group's potential to be the opinion leader.

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Shin, Sung Rae, Pok Ja Oh, Hye Kyung Youn, and Sun Hwa Shin. "Effect of School-based Peer Leader Centered Smoking Prevention Program." Journal of Korean Academy of Nursing 44, no. 6 (2014): 649. http://dx.doi.org/10.4040/jkan.2014.44.6.649.

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Hall, Margaret, Donna Cross, Peter Howat, Mark Stevenson, and Thérèse Shaw. "Evaluation of a school-based peer leader bicycle helmet intervention." Injury Control and Safety Promotion 11, no. 3 (September 2004): 165–74. http://dx.doi.org/10.1080/156609704/233/289652.

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De Matteis, Alessandro. "Follow the leader! The peer effect in aid supply decisions." Development Policy Review 36, no. 6 (August 30, 2018): 631–48. http://dx.doi.org/10.1111/dpr.12288.

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Loughead, Todd M., and James Hardy. "An examination of coach and peer leader behaviors in sport." Psychology of Sport and Exercise 6, no. 3 (May 2005): 303–12. http://dx.doi.org/10.1016/j.psychsport.2004.02.001.

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Martz, Denise M., Kristi D. Gravesz, and Ellie T. Sturgis. "A pilot peer-leader eating disorders prevention program for sororities." Eating Disorders 5, no. 4 (December 1997): 294–308. http://dx.doi.org/10.1080/10640269708249236.

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Hiller, Elaine, and Janet M. Rosenfield. "The Experience of Leader-Led Peer Supervision: Genetic Counselors' Perspectives." Journal of Genetic Counseling 9, no. 5 (October 2000): 399–410. http://dx.doi.org/10.1023/a:1009402231506.

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Fors, Stuart W., and Sara Jarvis. "Evaluation of a Peer-Led Drug Abuse Risk Reduction Project for Runaway/Homeless Youths." Journal of Drug Education 25, no. 4 (December 1995): 321–33. http://dx.doi.org/10.2190/tu92-lx8w-g7fd-9lem.

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

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Chen, Defang, Jian-Ping Mei, Can Wang, Yan Feng, and Chun Chen. "Online Knowledge Distillation with Diverse Peers." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 04 (April 3, 2020): 3430–37. http://dx.doi.org/10.1609/aaai.v34i04.5746.

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Distillation is an effective knowledge-transfer technique that uses predicted distributions of a powerful teacher model as soft targets to train a less-parameterized student model. A pre-trained high capacity teacher, however, is not always available. Recently proposed online variants use the aggregated intermediate predictions of multiple student models as targets to train each student model. Although group-derived targets give a good recipe for teacher-free distillation, group members are homogenized quickly with simple aggregation functions, leading to early saturated solutions. In this work, we propose Online Knowledge Distillation with Diverse peers (OKDDip), which performs two-level distillation during training with multiple auxiliary peers and one group leader. In the first-level distillation, each auxiliary peer holds an individual set of aggregation weights generated with an attention-based mechanism to derive its own targets from predictions of other auxiliary peers. Learning from distinct target distributions helps to boost peer diversity for effectiveness of group-based distillation. The second-level distillation is performed to transfer the knowledge in the ensemble of auxiliary peers further to the group leader, i.e., the model used for inference. Experimental results show that the proposed framework consistently gives better performance than state-of-the-art approaches without sacrificing training or inference complexity, demonstrating the effectiveness of the proposed two-level distillation framework.

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King, Thomas, and Mina Fazel. "Examining the mental health outcomes of school-based peer-led interventions on young people: A scoping review of range and a systematic review of effectiveness." PLOS ONE 16, no. 4 (April 15, 2021): e0249553. http://dx.doi.org/10.1371/journal.pone.0249553.

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Schools worldwide have implemented many different peer-led interventions with mixed results, but the evidence base on their effectiveness as mental health interventions remains limited. This study combines a scoping review and systematic review to map the variations of peer-led interventions in schools and to evaluate the quality of the existing evidence base. This scoping review and systematic review evaluated the existing literature across 11 academic databases. Studies were included if they reported a peer-led intervention that aimed to address a mental health or wellbeing issue using a peer from the same school setting. Data were extracted from published and unpublished reports and presented as a narrative synthesis. 54 studies met eligibility criteria for the scoping review, showing that peer-led interventions have been used to address a range of mental health and wellbeing issues globally. 11 studies met eligibility criteria for the systematic review with a total of 2,239 participants eligible for analysis (929 peer leaders; 1,310 peer recipients). Two studies out of seven that looked at peer leaders showed significant improvements in self-esteem and social stress, with one study showing an increase in guilt. Two studies out of five that looked at peer recipient outcomes showed significant improvements in self-confidence and in a quality of life measure, with one study showing an increase in learning stress and a decrease in overall mental health scores. The findings from these reviews show that despite widespread use of peer-led interventions, the evidence base for mental health outcomes is sparse. There appear to be better documented benefits of participation for those who are chosen and trained to be a peer leader, than for recipients. However, the small number of included studies means any conclusions about effectiveness are tentative.

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Shook, Jaime L., and Jennifer R. Keup. "The benefits of peer leader programs: An overview from the literature." New Directions for Higher Education 2012, no. 157 (March 2012): 5–16. http://dx.doi.org/10.1002/he.20002.

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Xu, Jingao, Erqun Dong, Qiang Ma, Chenshu Wu, and Zheng Yang. "Smartphone-Based Indoor Visual Navigation with Leader-Follower Mode." ACM Transactions on Sensor Networks 17, no. 2 (June 2021): 1–22. http://dx.doi.org/10.1145/3448417.

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Existing indoor navigation solutions usually require pre-deployed comprehensive location services with precise indoor maps and, more importantly, all rely on dedicatedly installed or existing infrastructure. In this article, we present Pair-Navi, an infrastructure-free indoor navigation system that circumvents all these requirements by reusing a previous traveler’s (i.e., leader) trace experience to navigate future users (i.e., followers) in a Peer-to-Peer mode. Our system leverages the advances of visual simultaneous localization and mapping ( SLAM ) on commercial smartphones. Visual SLAM systems, however, are vulnerable to environmental dynamics in the precision and robustness and involve intensive computation that prohibits real-time applications. To combat environmental changes, we propose to cull non-rigid contexts and keep only the static and rigid contents in use. To enable real-time navigation on mobiles, we decouple and reorganize the highly coupled SLAM modules for leaders and followers. We implement Pair-Navi on commodity smartphones and validate its performance in three diverse buildings and two standard datasets (TUM and KITTI). Our results show that Pair-Navi achieves an immediate navigation success rate of 98.6%, which maintains as 83.4% even after 2 weeks since the leaders’ traces were collected, outperforming the state-of-the-art solutions by >50%. Being truly infrastructure-free, Pair-Navi sheds lights on practical indoor navigations for mobile users.

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Kim, Jung-Min, and Myn-Gyun Kwon. "Exploring the context of the leader's appearance and characteristics of the leader in peer-play narrative." Korean Society for Child Education 29, no. 4 (November 25, 2020): 5–25. http://dx.doi.org/10.17643/kjce.2020.29.4.01.

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Cuijpers, Pim. "Peer-Led and Adult-Led School Drug Prevention: A Meta-Analytic Comparison." Journal of Drug Education 32, no. 2 (June 2002): 107–19. http://dx.doi.org/10.2190/lpn9-kbdc-hpvb-jptm.

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Several studies have suggested that peer-led drug prevention programs are more effective than adult-led programs, but the evidence is not conclusive. In this article the results are presented of a meta-analysis of studies that compare drug prevention programs led by peers to the same programs led by adults. Twelve studies were identified in a systematic literature search. The quality of these studies was not optimal, and the interventions and target groups differed considerably among studies. Overall, peer-led programs were found to be somewhat more effective than adult-led programs (standardized difference d: 0.24). Large differences between studies were found, with some studies indicating greater effects for peer-led programs and other studies showing greater effects for adult-led programs. It is concluded that the effectiveness of a prevention program is determined by several characteristics of the programs. The leader may constitute one of those characteristics.

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Sulaiman, Nabil, Elaine Hadj, Amal Hussein, and Doris Young. "Peer-Supported Diabetes Prevention Program for Turkish- and Arabic-Speaking Communities in Australia." ISRN Family Medicine 2013 (February 6, 2013): 1–6. http://dx.doi.org/10.5402/2013/735359.

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In Australia, type 2 diabetes and prediabetes are more prevalent in culturally and linguistically diverse (CALD) communities than mainstream Australians. Purpose. To develop, implement, and evaluate culturally sensitive peer-supported diabetes education program for the prevention of type 2 diabetes in high-risk middle-aged Turkish- and Arabic-speaking people. Methods. A two-day training program was developed. Ten bilingual peer leaders were recruited from existing health and social networks in Melbourne and were trained by diabetes educators. Each leader recruited 10 high-risk people for developing diabetes. Questionnaires were administered, and height, weight, and waist circumference were measured at baseline and three months after the intervention. The intervention comprised two 2-hour group sessions and 30 minutes reinforcement and support telephone calls. Results. 94 individuals (73% women) completed the program. Three months after the program, the participants’ mean body weight (before = 78.1 kg, after = 77.3; Z score = −3.415, P=0.001) and waist circumference (Z = −2.569, P=0.004) were reduced, their diabetes knowledge was enhanced, and lifestyle behaviours were significantly improved. Conclusions. A short diabetes prevention program delivered by bilingual peers was associated with improved diabetes awareness, changed lifestyle behaviour, and reduction in body weight 3 months after intervention. The findings are encouraging and should stimulate a larger control-designed study.

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Kennedy, Areti, Benjamin Turner, and Melissa Kendall. "Growth in a ‘New World’: Case Studies of Peer Leader Experiences in the STEPS Program for People With Acquired Brain Injury." Brain Impairment 12, no. 2 (September 1, 2011): 152–64. http://dx.doi.org/10.1375/brim.12.2.152.

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AbstractBackground: The Skills To Enable People and CommunitieS (STEPS) Program is a new information, support and skills program that aims to develop sustainable networks of support for individuals with acquired brain injury (ABI) and their families in communities throughout Queensland, Australia. The program adopts a self-management approach and is delivered by trained peer and professional leaders. Aim: To explore the experiences of both peer and lay leaders in the delivery of the STEPS Skills Program and coordination of STEPS Network Groups. Method: A multiple qualitative case study design was utilised to explore the unique experiences of three trained STEPS Program Leaders. Data collection entailed in-depth semistructured interviews with participants and further incorporated routine STEPS Program Leader descriptive data. The data analysis involved a four-stage approach that included assembling the raw case data, constructing case records, producing case narratives and cross-case pattern analysis. Results: Case study narratives were produced to describe participant experiences with the STEPS Program. The cross-case pattern analysis revealed two dimensions of comparison. The first dimension describes the process by which participants became STEPS Program Leaders, while the second dimension reflects the growth outcomes experienced by participants through their involvement with the STEPS Program. Specific growth outcomes are described in relation to the following domains: ‘expansion of social roles and skills’, ‘appreciation of life’, ‘interpersonal relationships and communication’, ‘confidence, personal strength and accomplishment’ and ‘growth in self as a person’. The results are also described with respect to a model that depicts the process of growth through STEPS Program delivery. Conclusion: Posttraumatic growth of peer leaders after brain injury can be facilitated within a therapeutic intervention such as the STEPS Program.

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Bakar, Hassan Abu, and Leah M. Omilion-Hodges. "Relative leader-member relationships within group context." Corporate Communications: An International Journal 23, no. 4 (October 1, 2018): 582–98. http://dx.doi.org/10.1108/ccij-01-2018-0001.

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Purpose Although the importance of group leader and group member dyadic relationships has been increasingly emphasized, only few studies have focused on the dyadic level analysis of leader–member relationships. By integrating theories of relational leadership and relational dyadic communication among workgroups, the purpose of this paper is to propose a theoretical model that links relative leader–member exchange quality (RLMX) and relative leader–member conversation quality (RLMCQ) to group performance, as mediated by group cooperation. Design/methodology/approach The model was tested in a field study with multiple sources, including 232 leader–member dyads and 407 workgroup peer dyads among 70 intact workgroups. Data were collected on-site during paid working hours from four training sessions. Group members were surveyed four times (Time 1, Time 2 and Time 3) and group leaders were surveyed once (Time 4) to minimize common method bias. The hierarchical linear modeling and polynomial regression approach were used to determine the mediating effects of the group cooperation. Findings In this study, the authors found support for indirect effects of relative RLMX and RLMCQ on group performance through the mediating role of group cooperation. Research limitations/implications The cross-sectional design of the current study is to be interpreted with caution, concerning any conclusions about the causal ordering of the variables in the model. Practical implications In organizational situations with group leaders and group members already in high-quality relationships and conversation, management should endeavor to facilitate opportunities for cooperation among group members and a means to also enhance team–member exchange. Originality/value By introducing LMCQ and group member cooperative behavior in workgroups, this study actively respond to the scholars’ warnings that ignoring the workgroup context may hamper the progress in understanding the factors that will inhibit or enhance workgroup behavior.

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Ochieng, Bertha M. N. "Adolescent health promotion: The value of being a peer leader in a health education/ promotion peer education programme." Health Education Journal 62, no. 1 (March 2003): 61–72. http://dx.doi.org/10.1177/001789690306200107.

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Liou, Yi-Hwa, and Alan J. Daly. "The networked leader: understanding peer influence in a system wide leadership team." School Leadership & Management 40, no. 2-3 (November 13, 2019): 163–82. http://dx.doi.org/10.1080/13632434.2019.1686611.

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Cho, Eunjung, Jeehong Kim, and Sooin Kim. "Spillover effect of regulatory accounting inspections on accounting quality of peer companies." Managerial Auditing Journal 35, no. 5 (March 14, 2020): 685–704. http://dx.doi.org/10.1108/maj-07-2018-1924.

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Purpose The purpose of this paper is to examine whether a negative outcome (i.e. a sanction) of an inspection by Korea’s Financial Supervisory Service for an industry-leading company affects the accounting quality of other companies in the same industry. The premise is that when peer companies observe the negative results of such an inspection on a leader in their industry, they will be more concerned about their own risk during a future inspection and more likely to increase their accounting quality. Design/methodology/approach The authors conduct a mutivariate Oridnary Least Squares (OLS) regression using 11,476 South Korean samples from 2002 to 2016. The study uses ordinary least square regressions to test the hypotheses using discretionary accruals as a proxy for accounting quality. Findings The authors find that peer companies reduced their discretionary accruals in the next period and that this reduction is amplified according to the severity of the disciplinary action on the industry leader and the materiality of errors in that leader’s financial statements. Originality/value This finding contributes to the literature by providing the first evidence of a spillover effect of regulatory inspection on accounting quality that financial reporting sanctions not only affect the overall accounting quality of the sanctioned company but also that of its peers in the same industry. The authors expect this study to lead to future research on the effect of other regulations on industry-wide accounting quality.

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Della-Rossa, Lia, Joël Chadœuf, Alain Boissy, and Bertrand Dumont. "Leaders of spontaneous group movements influence whole-group social organization: an experimental study on grazing heifers." Behaviour 150, no. 2 (2013): 153–73. http://dx.doi.org/10.1163/1568539x-00003043.

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Group-living animals have to reach consensus decisions through recruitment processes while collectively exploiting food resources in heterogeneous environments. In farming conditions, the group compositions are frequently modified, which can force the animals to readjust their collective strategies, e.g., when group leaders are removed. We, therefore, conducted a group-manipulation experiment for testing how the loss of the individual with the highest leadership score in spontaneous group movements is likely to influence decision-making and whole-group social organization. Observations were carried out in two groups of nine familiar heifers, as using animals of the same age-class simplifies the analysis of the proximate determinants of leadership. Under the hypothesis of distributed leadership, we expected the emergence of a new leader but no change in social relationships due to the stability of dominance hierarchy and affinities among the familiar remaining heifers. Both group leaders were heifers that had a low cohesion index and expressed few allogrooming interactions. Leadership did not relate to position in the dominance hierarchy. After removing the leader and replacing it with a familiar peer, the number of spontaneous group movements decreased by 40% in both groups, and no new leader emerged. Both groups maintained a structure after leader removal but the distribution of pairwise association was modified. Allogrooming interactions dropped by nearly 60% in one group and their overall distribution were modified in the other group. These findings demonstrate interrelations between various social traits — even in the case of same-age herbivore groups — and difficulties with rapidly reaching a new consensus for maintaining synchronized activity and group cohesion.

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Pal, Nicole E., Stephanie T. Gumuchian, Vanessa C. Delisle, Mia Pépin, Vanessa L. Malcarne, Marie-Eve Carrier, Linda Kwakkenbos, Sandra Peláez, Ghassan El-Baalbaki, and Brett D. Thombs. "Development and preliminary validation of the Scleroderma Support Group Leader Self-efficacy Scale." Journal of Scleroderma and Related Disorders 3, no. 1 (September 25, 2017): 106–11. http://dx.doi.org/10.5301/jsrd.5000260.

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Support groups are an important resource for people living with systemic sclerosis (SSc; scleroderma). Peer support group leaders play an important role in the success and sustainability of SSc support groups, but face challenges that include a lack of formal training. An SSc support group leader training program could improve leader self-efficacy to carry out important leadership tasks, including the management of group dynamics. However, no measures exist to assess self-efficacy among SSc support group leaders. The objective of this study was to develop and provide preliminary evidence on the reliability and validity of the Scleroderma Support Group Leader Self-efficacy Scale (SSGLSS). The SSGLSS was administered to two sets of SSc support group leaders from North America, Europe, and Australia. Study 1 participants (n = 102) completed the SSGLSS only. Study 2 participants (n = 55) completed the SSGLSS and the Oldenburg Burnout Inventory (OLBI). For both studies, we evaluated internal consistency reliability using Cronbach’s coefficient alpha. Convergent validity was assessed in Study 2 using Pearson correlations of the SSGLSS with the OLBI exhaustion and disengagement subscales. Cronbach’s alpha was 0.96 in Study 1 and 0.95 in Study 2. Consistent with our hypotheses, there was a small negative correlation between SSGLSS scores and the OLBI exhaustion subscale (r = -0.25, p<0.01) and a moderate negative correlation between SSGLSS scores and the disengagement subscale (r = -0.38, p<0.01). These results suggest that the SSGLSS is a reliable and valid measure of self-efficacy for carrying out support group leadership tasks.

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Osmond-Johnson, Pamela. "Becoming a teacher leader: building social capital through gradual release." Journal of Professional Capital and Community 4, no. 1 (January 21, 2019): 66–80. http://dx.doi.org/10.1108/jpcc-05-2018-0016.

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Purpose The purpose of this paper is to explore the use of a mentored model of gradual release to build social capital and support teachers as they adopt new identities as leaders of professional learning. Design/methodology/approach Data for the paper were collected as part of a case study which explored the Provincial Facilitator Community (PFC) in Saskatchewan, Canada as one approach to creating a collaborative culture of teacher-led learning and leadership. Findings The findings suggest that becoming a leader of professional learning is a complex process of gaining confidence, building capacity and transitioning into a new professional identity. In the PFC, this process was markedly supported through a structured and intentional system of modeling and peer-mentorship that promoted the development of social capital across the group. Originality/value The paper provides new insights around the use of a mentored model of gradual release to create opportunities to develop social capital that, in turn, helped prepare and sustain teachers in adopting new roles as leaders of professional learning.

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Price, Melissa S., and Maureen R. Weiss. "Peer Leadership in Sport: Relationships among Personal Characteristics, Leader Behaviors, and Team Outcomes." Journal of Applied Sport Psychology 23, no. 1 (January 27, 2011): 49–64. http://dx.doi.org/10.1080/10413200.2010.520300.

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Erkubilay, Celal, and Faruk Kerem Şentürk. "The Effect of Altruism Behavior, Peer Support and Leader Support on Employee Voice1." Journal of Business Research - Turk 12, no. 2 (June 24, 2020): 1820–33. http://dx.doi.org/10.20491/isarder.2020.946.

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Stokar, Yaffa N., Naomi L. Baum, Anne Plischke, and Yuval Ziv. "The Key to Resilience: A Peer Based Youth Leader Training and Support Program." Journal of Child & Adolescent Trauma 7, no. 2 (April 29, 2014): 111–20. http://dx.doi.org/10.1007/s40653-014-0016-x.

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Kownacki, Cezary. "Multi-UAV Flight using Virtual Structure Combined with Behavioral Approach." Acta Mechanica et Automatica 10, no. 2 (June 1, 2016): 92–99. http://dx.doi.org/10.1515/ama-2016-0015.

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Abstract Implementations of multi-UAV systems can be divided mainly into two different approaches, centralised system that synchronises positions of each vehicle by a ground station and an autonomous system based on decentralised control, which offers more flexibility and independence. Decentralisation of multi-UAV control entails the need for information sharing between all vehicles, what in some cases could be problematic due to a significant amount of data to be sent over the wireless network. To improve the reliability and the throughput of information sharing inside the formation of UAVs, this paper proposes an approach that combines virtual structure with a leader and two flocking behaviours. Each UAV has assigned different virtual migration point referenced to the leader's position which is simultaneously the origin of a formation reference frame. All migration points create together a virtual rigid structure. Each vehicle uses local behaviours of cohesion and repulsion respectively, to track its own assigned point in the structure and to avoid a collision with the previous UAV in the structure. To calculate parameters of local behaviours, each UAV should know position and attitude of the leader to define the formation reference frame and also the actual position of the previous UAV in the structure. Hence, information sharing can be based on a chain of local peer-to-peer communication between two consecutive vehicles in the structure. In such solution, the information about the leader could be sequentially transmitted from one UAV to another. Numerical simulations were prepared and carried out to verify the effectiveness of the presented approach. Trajectories recorded during those simulations show collective, coherence and collision-free flights of the formation created with five UAVs.

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Tortorella, Guilherme, Desirée H. van Dun, and Amanda Gundes de Almeida. "Leadership behaviors during lean healthcare implementation: a review and longitudinal study." Journal of Manufacturing Technology Management 31, no. 1 (June 17, 2019): 193–215. http://dx.doi.org/10.1108/jmtm-02-2019-0070.

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PurposeThe purpose of this paper is to examine leadership behaviors associated with lean healthcare (LH) implementation and how they develop throughout the change process.Design/methodology/approachAfter a systematic literature review of 107 peer-reviewed articles on lean leaders’ behaviors, the authors undertook a one-year mixed-methods study of 12 leaders within a Brazilian public hospital undergoing LH implementation. Multivariate data analysis techniques were employed.FindingsThe literature review showed some convergence between effective lean leader behaviors in both manufacturing and healthcare work settings, implying that lean leaders’ behaviors are generalizable to other contexts than manufacturing. The empirical findings suggest that LH implementation needs leaders to demonstrate a set of task-oriented behaviors, especially if short-term results are mandatory. More mature lean leaders should also continue developing their relations-oriented behaviors.Research limitations/implicationsWhile the contingency theory assumes that contexts influence (lean) practices adoption, leadership behaviors may not be bound to the work context. The finding resembles the augmentation effect of leadership whereby more mature lean leaders adopt both task- and relations-oriented behaviors.Originality/valueLongitudinal studies in this field are scarce, regardless of the industrial setting. Many manufacturing and healthcare organizations crave for knowledge about lean leader behaviors throughout the lean implementation journey in order to enhance the effectiveness of their often-struggling lean initiatives. The insights derived from this study could help organizations to adjust their expectations as well as identify behavioral gaps and needs in terms of soft skills development among their leaders.

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Journal articles on the topic 'Peer leader'

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