Relevant bibliographies by topics / Peer relationships

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Peer relationships'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 June 2024

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Journal articles on the topic "Peer relationships"

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Pepler, Debra J., and Wendy M. Craig. "Assessing Children's Peer Relationships." Child Psychology and Psychiatry Review 3, no. 4 (November 1998): 176–82. http://dx.doi.org/10.1017/s1360641798001737.

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Peers have both positive and negative influences on children; therefore, considerable attention has focused on assessing peer relationships and friendships through childhood and adolescence. The present article provides an overview of the main methods of assessing peer relationships. The adaptive nature of children's peer relations has been assessed through four main methodologies: (1) asking the children themselves about elements of peer relations and friendships; (2) asking children about their perceptions of others within the peer group; (3) asking adults (i.e. parents and teachers) about the peer relations skills of children in their care; and (4) directly observing children during interactions with peers. Each of these approaches is described, with attention to relative strengths and weaknesses and their suitability for assessing peer relations in early childhood, middle childhood, and adolescence.
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Lee, Jongwook, Amelia Anderson, and Gary Burnett. "Peer relationships and mentoring between LIS doctoral students: A qualitative approach." Journal of Librarianship and Information Science 49, no. 1 (July 8, 2016): 115–24. http://dx.doi.org/10.1177/0961000615592024.

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Despite the critical role of peers in the socialization of doctoral students, relatively few researchers have studied types of peer relationships and information exchanged between doctoral students. This study aims to explore doctoral students’ perceptions of their peer relationships and informal peer mentoring within a library and information science program. The authors applied Kram and Isabella’s peer relationship framework developed in organizational settings to examine peer relationship types of library and information science doctoral students. Interviews with 12 doctoral students reveal the existence of cohort, social/academic peer, and other peer groups, which can be mapped onto Kram and Isabella’s continuum of peer relationships, categorized as special, collegial, and information peers; however, this framework suffers from a limitation in explaining dysfunctional peer relationships identified in the study. In regard to differences between peer relationships and peer mentoring, respondents tend to perceive mentoring as a developmental function that takes place in peer relationships. Moreover, the authors propose five types of information exchanged between doctoral students, which are (a) basic, (b) administrative, (c) professional, (d) social, and (e) personal information, and they suggest that peer relationships influence the topical diversity and degree of disclosure in information exchange.
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Gowing, Annie. "Peer-peer relationships: A key factor in enhancing school connectedness and belonging." Educational and Child Psychology 36, no. 2 (June 2019): 64–77. http://dx.doi.org/10.53841/bpsecp.2019.36.2.64.

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AimsThe relational climate of schools is highly influential in nurturing a sense of connectedness to school with the teacher-student relationship widely recognised as the central relationship for students. Peer-peer relationships have been less scrutinised in terms of their contribution to students’ feelings of closeness to school. This mixed-methods study explored young people’s understandings of school connectedness and their experience of their peer relationships at school.MethodData sources included focus groups, a questionnaire and diaries with a total sample size of 336 students aged between 13 and 18 years. Focus groups and diaries were analysed using thematic analysis and the questionnaire data were examined using descriptive and inferential statistical analyses.FindingsStudents’ relational worlds at school were peopled by teachers and peers, however peers emerged as the lead relationship. This was evident for students across the school connectedness spectrum. For some students with low self-reported connectedness, their peer relationships were the single positive aspect of their school experience.ConclusionsYoung people in this study were unequivocal in naming peer relationships as the most valued aspect of their school experience. This view of peer relationships as a resource that builds connectedness to school invites all school staff to provide multiple planned and spontaneous relational opportunities among peers, both within and outside the classroom. The educational psychologist, as a relational specialist, has a key role in this work.
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Thompson, Sanna J., Jihye Kim, Holly McManus, Patrick Flynn, and Hyangcho Kim. "Peer relationships." International Social Work 50, no. 6 (November 2007): 783–95. http://dx.doi.org/10.1177/0020872807079922.

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Zhou, Yuan, Xiao Meng, Jiayin Wang, Xu Mo, Sa Jiang, Chengjun Dai, and Mengting Liu. "Daily Peer Relationships and Academic Achievement among College Students: A Social Network Analysis Based on Behavioral Big Data." Sustainability 15, no. 22 (November 9, 2023): 15762. http://dx.doi.org/10.3390/su152215762.

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This study aimed to detect college students’ daily peer networks through a behavioral big-data-driven social network analysis and to explore the relationship between college students’ daily peer relationships and academic achievement. We collected data on the class attendance, eating, and bathing records of 4738 undergraduate students who entered a university in 2018 to infer the daily peer relationship networks of students. The Louvain algorithm and some network indicators such as density and average clustering coefficient were used to investigate social network characteristics of peer relationship networks. The findings show that initially, students in the same dormitory tended to form daily peer relationships, gradually shifting toward relationships centered on classmates as time progressed. These peer networks often aligned with geographical location and living areas. Moreover, the peers of college students who received high-level scholarships were more likely to receive scholarships. The number of peers was positively correlated with the likelihood of receiving a scholarship. The research findings contribute to the application of information technology to promote the sustainable development of higher education and individual students.
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Muñoz, Luna C., Margaret Kerr, and Nejra Besic. "The Peer Relationships of Youths With Psychopathic Personality Traits." Criminal Justice and Behavior 35, no. 2 (February 2008): 212–27. http://dx.doi.org/10.1177/0093854807310159.

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Because a callous use of others in many short-term relationships is one criterion for diagnosing psychopathy in adults, one would expect adolescents who are high on psychopathic personality traits to have unstable, conflict-ridden peer relationships. Little is known about this, however, or about the peer activities of youths who are high in psychopathic traits. The authors examined relationship quality and delinquency with peers in a community sample of 12- to 15-year-old adolescents who were stably high or stably low on psychopathic traits during 4 years. Peers also provided data on relationship quality. Youths high on psychopathic traits often engaged in antisocial activities with their peers. Although they reported conflict in their peer relationships, their peers did not report low support or high conflict in those relationships. The authors conclude that youths with psychopathic traits have biased perspectives on interactions with close peers, and this might underlie future problems.
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De Lise, Francesca, Valeria Bacaro, and Elisabetta Crocetti. "The Social Side of Sleep: A Systematic Review of the Longitudinal Associations between Peer Relationships and Sleep Quality." International Journal of Environmental Research and Public Health 20, no. 3 (January 21, 2023): 2017. http://dx.doi.org/10.3390/ijerph20032017.

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In adolescence, peer relationships become crucial since youths start to rely on their peers for support. Thus, multiple facets of adolescents’ well-being are affected by their peer relationships. In this vein, one of the central well-being aspects that could be affected by the peer relationships of adolescents is sleep quality. Nevertheless, it is still unclear how multiple peer relationship factors (i.e., positive, negative, emotional, and behavioral issues related to peer relationships) are intertwined with adolescents’ sleep quality. For this reason, this systematic review with meta-analysis aims to summarize longitudinal studies to uncover how the interplay between peer relationship factors and adolescents’ sleep quality unfolds over time. Nineteen longitudinal studies involving a total of 21,232 adolescents were included. Overall, findings from this review showed that (a) positive peer relationships and sleep quality were not associated over time; (b) negative peer relationships and sleep quality were bidirectionally associated over time; (c) few studies evaluated the bidirectional relations between emotional and behavioral issues and sleep quality, showing links with sleep schedule and duration, but not with sleep quality. Meta-analytic results were discussed, considering their implications.
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Krnjajic, Stevan. "Peer relationships and academic achievement." Zbornik Instituta za pedagoska istrazivanja, no. 34 (2002): 213–35. http://dx.doi.org/10.2298/zipi0204213k.

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After their childhood, when children begin to establish more intensive social contacts outside family, first of all, in school setting, their behavior i.e. their social, intellectual, moral and emotional development is more strongly affected by their peers. Consequently, the quality of peer relationships considerably affects the process of adaptation and academic achievement and their motivational and emotional attitude towards school respectively. Empirical findings showed that there is bi-directional influence between peer relationships and academic achievement. In other words, the quality of peer relationships affects academic achievement, and conversely, academic achievement affects the quality of peer relationships. For example, socially accepted children exhibiting prosocial, cooperative and responsible forms of behavior in school most frequently have high academic achievement. On the other hand, children rejected by their peers often have lower academic achievement and are a risk group tending to delinquency, absenteeism and drop out of school. Those behavioral and interpersonal forms of competence are frequently more reliable predictors of academic achievement than intellectual abilities are. Considering the fact that various patterns of peer interaction differently exert influence on students' academic behavior, the paper analyzed effects of (a) social competence, (b) social acceptance/rejection, (c) child's friendships and (d) prosocial behavior on academic achievement.
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Liu, Yawen. "The role of peer relationships in adolescents’ psychological well-being." SHS Web of Conferences 180 (2023): 03027. http://dx.doi.org/10.1051/shsconf/202318003027.

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As a crucial period of development, adolescence builds the foundation of how a person would become. Peer relationship is considered to be a vital part of adolescents’ interpersonal relationships, which naturally contributes to shaping a psychological well-being for them. This review primarily pays attention to the role played by peer relationship. Peer relationship serves as a shaping factor of adolescents’ behaviors as adolescents tend to mirror how their peers behave. Meanwhile, peer relationship can work with adult support, such as teacher relationships and parental relationships, and thus benefit adolescents’ psychological well-being in a further way. Moreover, gender difference should not be neglected when discussing the role played by peer relationship in the psychological well-being of adolescents. In respect of the influence of stressful life events, girls’ peer relationship quality is more affected than boys’ is. Concerns about this review may be that not enough studies on the field of adolescents’ psychological well-being are reviewed and different results may thus not be considered. For future research, the role of peer relationship in other age groups’ psychological well-being (middle-aged and elderly) can be studied.
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Mahajan, Sourabh S., and S. K. Pathan. "A Self-Orgnizing Model for Peer-to-Peer Systems using Trust Relations." INTERNATIONAL JOURNAL OF COMPUTERS & TECHNOLOGY 14, no. 1 (December 4, 2014): 5394–97. http://dx.doi.org/10.24297/ijct.v14i1.2128.

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Peer-to-Peer systems enables the interactions of peers to accomplish tasks. Attacks of peers with malicious can be reduced by establishing trust relationship among peers. In this paper we presents algorithms which helps a peer to reason about trustworthiness of other peers based on interactions in the past and recommendations. Local information is used to create trust network of peers and does not need to deal with global information. Trustworthiness of peers in providing services can be describedby Service metric and recommendation metric. Parameters considered for evaluating interactions and recommendations are Recentness, Importance and Peer Satisfaction. Trust relationships helps a good peer to isolate malicious peers.
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Dissertations / Theses on the topic "Peer relationships"

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Bussone, Krista Ann D'Albenzio. "Making Friends: Teacher Influence on Students' Peer Relationships." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/122942.

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School Psychology
Ph.D.
A total of 236 kindergarten to eighth grade students and 15 teachers from an elementary school in a northeastern U.S. city provided information about their perceptions of teacher involvement in students' peer relationships. Students provided additional information about classroom social networks. Both students and teachers indicated that they perceive teachers to be important in student peer relationships. None of the teacher characteristics (including teacher education, years of teaching, or ethnicity) were related to teacher perceptions of involvement in students' peer relationships. In lower grade groups (kindergarten to second grade), there were significant sex differences, with boys rating their teachers as more involved than girls; sex differences were not significant in either the middle (third to fifth grade) or upper (sixth to eighth grade) grade groups. As hypothesized, there were significant differences between grade groups, with students in the lower grades rating their teacher as more involved than students in either the middle or upper grade groups, and middle grade groups rating their teachers as more involved than the upper grade groups. Teacher and student perceptions of teacher involvement in students' peer relationships were then analyzed to determine whether these perceptions were related to classroom cohesiveness, as measured by social networks. The results were not significant, indicating that teacher and student perceptions of teacher involvement in students' peer relationships were not related to classroom social networks. This research provides a first look into both teacher and student perceptions into teacher involvement in classroom peer relationships, which school psychologists can use to help teachers construct supportive classroom environments. This research is a case study of one school, and therefore generalization from this sample is difficult. Future research should examine this element in schools of varying climate and region.
Temple University--Theses
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Seibert, Ashley C. "Processes Linking Parent-Child Attachment and Peer Relationships." Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1247249434.

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Keown, Louise June. "Parent-child relationships, peer functioning, and preschool hyperactivity." Thesis, University of Auckland, 2001. http://wwwlib.umi.com/dissertations/fullcit/3010005.

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The aim of this thesis was to examine the parent-child relationships and peer functioning of community-identified, 4-year-old boys with hyperactive behaviour problems. The sample consisted of 33 pervasively hyperactive boys and 34 control children. Parenting and child behaviours, and family life factors were assessed at home using a range of measures including the Parental Account of Children's Symptoms Interview (PACS), the Parenting Scale, the General Health Questionnaire (GHQ), and the Life Events Questionnaire. In addition, maternal directiveness and synchrony were coded from videotaped parent-child interaction during free play. Children's peer relations were assessed with teacher ratings on the Child Behavior Scale (CBS) and observer ratings of peer interactions at kindergarten. Results showed that parents of hyperactive boys used less effective parenting skills in disciplinary situations and in coping with child behaviour problems, and spent less time in positive parent-child interaction than comparison group parents. Mothers of hyperactive boys also engaged in fewer synchronous play interactions with their sons and gave more negative ratings on indices of life stress. Poor parent coping, father-child communication, maternal synchrony, negative disciplinary practices, and life stress were significantly associated with hyperactivity after adjusting for the effects of conduct problems. The best parenting predictor of hyperactivity was maternal coping. Compared with control children, the hyperactive boys received significantly higher ratings on exclusion by peers, aggressive, noncompliant, and non-social behaviours, as well as significantly lower ratings of prosocial behaviour and peer acceptance. These between-group differences in social functioning remained significant after statistical control for the effects of conduct problems. Further analysis suggested that the associations between hyperactivity and child social behaviours were partly or wholly explained by group differences in exposure to parenting behaviours that are important for children's social development. These findings highlight the need to examine more closely the role of parenting behaviours in shaping the course, prognosis and treatment outcomes in relation to the behavioural and social adjustment of preschool hyperactive children. The implications of these findings for early childhood intervention in hyperactive behaviour problems are discussed.
Subscription resource available via Digital Dissertations only.
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Barron, Anne-Marie. "Friendship and training in children's peer tutoring relationships." Thesis, Cardiff University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.277228.

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Eagle, Samantha. "The Peer Relationships of Adolescents with Chronic Conditions." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/scripps_theses/786.

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The purpose of this study proposal is to examine the peer relationships of adolescents with chronic conditions, particularly as a result of spending less time at school and socializing with peers, and more time at home or in the healthcare system. Participants will be 50 adolescents with chronic conditions, 50 healthy adolescents attending regular schools, and 50 homeschooled adolescents. They will complete a variety of questionnaires relating to activity restriction, best friendship quality, number of friends, peer-group attachment, relationships with selected adults, and parent-child relationships. Information about the chronic condition and school attendance will also be collected. It is predicted that despite experiencing a high quality best friendship, adolescents with chronic conditions will have fewer friends and worse peer-group attachment. There is also expected to be an inverse relationship between both activity restriction and absenteeism and peer-group attachment and number of friends. This study proposal has several implications for healthcare practitioners, school administrators, and parents: particularly, that more should be done to integrate adolescents with chronic conditions into schools and social activities.
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He, Sihua. "Peer relationships among local and returnee Chinese employees." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Summer2009/s_he_052109.pdf.

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Thesis (M.A. in communication)--Washington State University, August 2009.
Title from PDF title page (viewed on July 28, 2009). "Edward R. Murrow College of Communication." Includes bibliographical references (p. 58-67).
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Siegel, Rebecca. "Mediators of the Association Between Risk for Mania and Close Relationship Quality in Adolescents." Scholarly Repository, 2010. http://scholarlyrepository.miami.edu/oa_dissertations/426.

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Bipolar disorder is an extremely devastating illness, and increasingly robust evidence indicates that it emerges during adolescence. Also during adolescence, peer relationships, particularly close friendships and romantic relationships, become a central mechanism for social maturation and emotional development. The consequences of mania on the development of peer relationships have received little attention. Thus, the purpose of the current study was to examine the association between mania and close peer relationship quality in a community sample of adolescents. Two types of close peer relationships, close friendships and romantic relationships, were evaluated. In addition, the current study examined two potential mediators of the association between mania and close relationship quality, social skills and social dominance. Due to the substantial overlap between symptoms of mania and Attention Deficit Hyperactivity Disorder (ADHD), and the documented peer relationship difficulties experienced by youth with ADHD, symptoms of ADHD were controlled in study analyses. Participants were 571 adolescents (57% female; 19% 10th grade, 30% 11th grade, 51% 12th grade; 66% Hispanic, 17% White, 7% African-American and Caribbean American, 4% Asian, and 6% mixed or other ethnicity) from 2 public high schools in the Southeastern United States. Adolescents completed self-report questionnaires during school. The Hypomanic Personality Scale (HPS) was used to assess adolescents' risk for mania. Adolescents reported on their social skills (empathy, cooperation, and assertion) using the Social Skills Rating System (SSRS). The Social Dominance Scale (SDS) was used to assess adolescents' tendency to be overly intrusive or dominant in social situations. The Conners-Wells' Adolescent Self-Report Scale (CASS) was used to assess adolescents' self-reported symptoms of ADHD. Parent-report was obtained for 50 adolescents by phone interview. Parent-reported symptoms of mania, social skills, and symptoms of ADHD were assessed. Four hypotheses guided study analyses. First, it was expected that greater levels of mania would be associated with fewer positive qualities and more negative qualities in a close friendship and romantic relationship. Second, it was hypothesized that more symptoms of mania would be associated with poorer social skills and greater levels of social dominance. Third, social skills and social dominance were expected to mediate the association between mania and close relationshp quality. Fourth, it was expected that the hypothesized relationships between mania, social skills, social dominance, and close relationship quality would remain significant after controlling for the association between mania and symptoms of ADHD. Gender was examined as a moderator in the main study analyses. Ethnicity and age were used as control variables. Data analyses were conducted using structural equation modeling with Mplus. Gender was found to be a moderator, and so all study analyses were examined separately for boys and girls. All adolescents reported having at least one close friend. Fifty-four percent (n = 307) of adolescents reported having a romantic partner. Analyses examining qualities of adolescents' romantic relationships were conducted using only those adolescents who reported having a romantic partner. In terms of the first hypothesis, for boys, higher levels of mania were directly associated with more positive qualities in a close friendship, and were also indirectly associated with more positive qualities in both a close friendship and romantic relationship. For girls, higher levels of mania were indirectly associated with more positive qualities in a close friendship, fewer negative qualities in both a close friendship and romantic relationship, and also more negative qualities in both a close friendship and romantic relationship. In terms of the second hypothesis, higher levels of mania were associated with greater empathy for both boys and girls. Higher levels of mania were also associated with more social dominance for both boys and girls. In terms of the third hypothesis, for boys, empathy mediated the association between mania and more positive qualities in a close friendship and romantic relationship. For girls, empathy mediated the association between mania and more positive qualities in a close friendship, and also mediated the association between mania and fewer negative qualities in a close friendship and romantic relationship. For girls, assertion also mediated the association between mania and fewer negative qualities in a close friendship. Finally, for girls, social dominance mediated the association between mania and more negative qualities in both a close friendship and romantic relationship. With regard to the fourth hypothesis, despite significant associations with some study variables, the associations described above remained significant with symptoms of ADHD entered as a control variable in the models. Findings suggest that empathy is an important strength associated with risk for mania in both boys and girls. Through empathy, close friendship and romantic relationship quality was positively associated with risk for mania in boys and girls. Social dominance was also strongly associated with risk for mania in both boys and girls, indicating that social dominance might be one way to differentiate emerging mania from other disorders, such as ADHD, in adolescents. Social dominance, however, was only associated with relationship quality for girls, and specifically, was associated with more negative qualities in both close friendships and romantic relationships. This may be one area, therefore, that girls at-risk for mania might be able to target in order to improve peer relationships. Future research might examine these associations longitudinally in order to determine causality. Additionally, studying close peer relationship quality in adolescents diagnosed with bipolar disorder would be of interest in future research.
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Heilbron, Nicole Prinstein Mitchell J. "Adaptive correlates of socially aggressive behavior in peer relationships." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,1277.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2007.
Title from electronic title page (viewed Mar. 27, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Psychology Clinical Psychology." Discipline: Psychology; Department/School: Psychology.
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Roe, Maria Joao Lopes da Purificacao Windsor. "Peer relationships, play and language of visually impaired children." Thesis, University of Bristol, 1999. http://hdl.handle.net/1983/1be5043c-d150-47ae-b1a8-7a214cc7ed51.

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Berdondini, Lucia. "Bullies, victims, bystanders : how do they react during anti-bullying sessions?" Thesis, University of Surrey, 1999. http://epubs.surrey.ac.uk/843633/.

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This study was carried out during an intervention program tackling bullying in classrooms. The study's main aim was the exploration of emotional expressions (verbal and nonverbal) of bullies, victims and bystanders, the hypothesis being that these children react in emotionally different ways. The intervention program was carried out in an Italian elementary school over a period of 8 months. The sample of the study included 6 experimental classes (in which intervention strategies were carried out) and 3 control classes (in which the normal curriculum was used). Peer nominations were used to single out bully, victim and bystander children. In experimental classes Cooperative Group Work (CGW) was carried out once a week. This was video-recorded and so was children's behaviour in the playground. Using these videos children were interviewed at the beginning and at the end of the intervention by means of Interpersonal Process Recall (IPR, Kagan and Kagan, 1991). These interviews were also video-recorded, and then analysed using content analysis for the verbal emotional expressions and the Maximally Discriminative Facial Movement Coding System (MAX, Izard, 1979) for facial expressions. Moreover, naturalistic observation in the playground was carried out using a behavioural check list, again at the beginning and at the end of the intervention. Results show that during IPR victims displayed significantly less verbal and non verbal emotional expressions than bullies and bystanders, and that the latter showed indifference towards victims' experience. In the last interview more empathy and more awareness about their own and the others' emotions was found in most children. Some bullies and some victims did not show any change in the considered behaviours. Both victims and bystanders showed improvement of social skills during playground activities. Finally, peer nomination scores of bullies and victims of experimental classes significantly improved compared to those of control classes.
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Books on the topic "Peer relationships"

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Jones, Martin H. Peer Relationships in Classroom Management. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003148647.

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Chen, Xinyin, Doran C. French, and Barry H. Schneider, eds. Peer Relationships in Cultural Context. Cambridge: Cambridge University Press, 2006. http://dx.doi.org/10.1017/cbo9780511499739.

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1943-, Olitt Ray, ed. Peer power: Transforming workplace relationships. San Francisco: Jossey-Bass, 2012.

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Xinyin, Chen, French Doran C, and Schneider Barry H, eds. Peer relationships in cultural context. Cambridge: Cambridge University Press, 2006.

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1949-, Berndt Thomas J., and Ladd Gary W. 1950-, eds. Peer relationships in child development. New York, N.Y: Wiley, 1989.

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D, Parke Ross, and Ladd Gary W. 1950-, eds. Family-peer relationships: Modes of linkage. Hillsdale, N.J: L. Erlbaum Associates, 1992.

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Peer relationships and adjustment at school. Charlotte, NC: Information Age Pub., 2012.

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C, Mueller Edward, and Cooper Catherine R, eds. Process and outcome in peer relationships. Orlando: Academic Press, 1986.

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Improving peer relationships: Achieving results informally. Menlo Park, Calif: Crisp publications, Inc., 1996.

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Ridgway, Avis, Gloria Quiñones, and Liang Li, eds. Peer Play and Relationships in Early Childhood. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42331-5.

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Book chapters on the topic "Peer relationships"

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Jordan, Kristi, and Geri R. Donenberg. "Peer Relationships." In Encyclopedia of Women’s Health, 976–78. Boston, MA: Springer US, 2004. http://dx.doi.org/10.1007/978-0-306-48113-0_326.

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Naylor, Janett M. "Peer Relationships." In Encyclopedia of Child Behavior and Development, 1075–76. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2098.

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Siegler, Robert, Judy DeLoache, Nancy Eisenberg, Jenny Saffran, and Campbell Leaper. "Peer Relationships." In How Children Develop, 509–52. New York: Macmillan Learning, 2014. http://dx.doi.org/10.1007/978-1-319-17494-1_13.

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Rohrbeck, Cynthia A., and Laura Schaffner Gray. "Peer Relationships: Promoting Positive Peer Relationships During Childhood." In Encyclopedia of Primary Prevention and Health Promotion, 828–36. Boston, MA: Springer US, 2014. http://dx.doi.org/10.1007/978-1-4614-5999-6_137.

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Rohrbeck, Cynthia A., and Michelle Garvin. "Peer Relationships: Promoting Positive Peer Relationships During Adolescence." In Encyclopedia of Primary Prevention and Health Promotion, 1376–82. Boston, MA: Springer US, 2014. http://dx.doi.org/10.1007/978-1-4614-5999-6_223.

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Rohrbeck, Cynthia A. "Peer Relationships, Childhood." In Encyclopedia of Primary Prevention and Health Promotion, 804–8. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4615-0195-4_117.

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Rohrbeck, Cynthia A. "Peer Relationships, Adolescence." In Encyclopedia of Primary Prevention and Health Promotion, 808–12. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4615-0195-4_118.

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Forchuk, Cheryl, Michelle Solomon, and Tazim Virani. "Peer Support." In From Therapeutic Relationships to Transitional Care, 88–93. New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003000853-1712.

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Barter, Christine, Emma Renold, David Berridge, and Pat Cawson. "Childhood, Peer Relationships and Peer Violence." In Peer Violence in Children's Residential Care, 1–28. London: Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230005617_1.

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Woods, Kenton B., and Laura D. Hanish. "Peer Relationships in Childhood." In Encyclopedia of Evolutionary Psychological Science, 1–13. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-16999-6_2395-1.

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Conference papers on the topic "Peer relationships"

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Saito, K. "Maintaining trust in peer-to-peer barter relationships." In 2004 International Symposium on Applications and the Internet Workshops. 2004 Workshops. IEEE, 2004. http://dx.doi.org/10.1109/saintw.2004.1268691.

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Garbacki, Pawel, Dick H. J. Epema, and Maarten van Steen. "Optimizing Peer Relationships in a Super-Peer Network." In 27th International Conference on Distributed Computing Systems (ICDCS '07). IEEE, 2007. http://dx.doi.org/10.1109/icdcs.2007.126.

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Aameek Singh and Ling Liu. "TrustMe: anonymous management of trust relationships in decentralized P2P systems." In Proceedings Third International Conference on Peer-to-Peer Computing (P2P2003). IEEE, 2003. http://dx.doi.org/10.1109/ptp.2003.1231514.

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Wang, Haiyang, Feng Wang, and Jiangchuan Liu. "On long-term social relationships in peer-to-peer systems." In 2011 IEEE 19th International Workshop on Quality of Service (IWQoS). IEEE, 2011. http://dx.doi.org/10.1109/iwqos.2011.5931242.

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"Taxonomy of Trust Relationships in Peer-to-Peer (P2P) Communication." In 2nd International Workshop on Security In Information Systems. SciTePress - Science and and Technology Publications, 2004. http://dx.doi.org/10.5220/0002661900990103.

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Samuel, Naryn, Nicholas Caporusso, and Devyn Ferman. "A Peer-to-Peer Corpus for Conversational Agents for Long-Distance Relationships." In Intelligent Human Systems Integration (IHSI 2022) Integrating People and Intelligent Systems. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001063.

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Recent advances in machine learning, including the development of more effective natural language processing (NLP) models, have enabled the use of text classification and generation algorithms, sentiment and emotion detection models, and intelligent conversational agents, in different domains, from business to healthcare. Specifically, intelligent and conversational agents (e.g., chatbots) are currently incorporated in many applications (e.g., customer care and decision support systems) to automate tasks while simultaneously providing users with a more credible and natural human-like interaction. The availability of NLP corpora is crucial for training conversational agents and increasing their quality and performance. Nevertheless, the availability of domain-specific NLP corpora is crucial for training conversational agents, especially in applications that focus on mental health counseling and support. In this paper, we introduce a corpus especially designed for NLP tasks that focus on providing bi-national couples in a long-term relationship with mental health support. Our dataset contains over 4000 posts and users’ reactions published on social media groups dealing with COVID-19 travel restrictions. We detail the content of the dataset, its format, and its use in the development of NLP applications.
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Isaakyan, Oksana, Irina Boiko, and Kseniya Katkova. "RESEARCH OF TEENAGERS' RELATIONSHIPS IN A PEER GROUP." In Молодой исследователь: вопросы теории и практики. Киров: Межрегиональный центр инновационных технологий в образовании, 2022. http://dx.doi.org/10.52376/978-5-907541-98-6_081.

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Li, Yanying, Yue Ning, Rong Liu, Ying Wu, and Wendy Hui Wang. "Fairness of Classification Using Users’ Social Relationships in Online Peer-To-Peer Lending." In WWW '20: The Web Conference 2020. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3366424.3383557.

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SUN, WENTAO. "CHANGES IN PEER RELATIONSHIPS AMONG YOUNG CHILDREN IN CHINA." In 2023 9TH INTERNATIONAL SYMPOSIUM ON SOCIAL SCIENCE. Destech Publications, Inc., 2023. http://dx.doi.org/10.12783/dtssehs/isss2023/36070.

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The ecology of human development refers to the scientific study of the mutual adaptation between human beings and the environment in which they live directly, focusing on the relationship between human beings and their developmental ecology. Yuri Bronfenbrenner believed that authentic and natural environments are the main source of influence on the development of children and adolescents. This study uses Bronfenbrenner's theory of the ecology of human development as a basis for studying peer relationship change in young children, exploring the characteristics of peer relationship development and the causes that influence peer relationship changes in young children.
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Zhao, Zehua, Fengji Luo, Jiajia Yang, and Gianluca Ranzi. "A Peer-to-Peer Energy Trading System Considering Participants’ Social Relationships and Multi-class Preferences." In 2022 IEEE Sustainable Power and Energy Conference (iSPEC). IEEE, 2022. http://dx.doi.org/10.1109/ispec54162.2022.10033044.

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Reports on the topic "Peer relationships"

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Lenhardt, Amanda. Ending extreme poverty in an increasingly urbanised world. Data and Evidence to End Extreme Poverty, January 2024. http://dx.doi.org/10.55158/deeptp5.

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This paper explores the relationship between urbanisation and extreme poverty. Its primary objectives are to provide a high-level summary of the latest well-evidenced research on measures to address extreme poverty in urban areas and to identify areas where further research could contribute value. It is a non-systematic review of the leading relationships between poverty and urbanisation, the current body of evidence on measures to address these relationships, and well documented evidence gaps.2 The report draws on peer reviewed academic research, grey literature, and blogs from leading institutions and thinkers.
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Reis, Evan. Development of Index Buildings, (PEER-CEA Project). Pacific Earthquake Engineering Research Center, University of California, Berkeley, CA, November 2020. http://dx.doi.org/10.55461/fudb2072.

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This report is one of a series of reports documenting the methods and findings of a multi-year, multi-disciplinary project coordinated by the Pacific Earthquake Engineering Research Center (PEER and funded by the California Earthquake Authority (CEA). The overall project is titled “Quantifying the Performance of Retrofit of Cripple Walls and Sill Anchorage in Single-Family Wood-Frame Buildings,” henceforth referred to as the “PEER–CEA Project.” The overall objective of the PEER–CEA Project is to provide scientifically based information (e.g., testing, analysis, and resulting loss models) that measure and assess the effectiveness of seismic retrofit to reduce the risk of damage and associated losses (repair costs) of wood-frame houses with cripple wall and sill anchorage deficiencies as well as retrofitted conditions that address those deficiencies. Tasks that support and inform the loss-modeling effort are: (1) collecting and summarizing existing information and results of previous research on the performance of wood-frame houses; (2) identifying construction features to characterize alternative variants of wood-frame houses; (3) characterizing earthquake hazard and ground motions at representative sites in California; (4) developing cyclic loading protocols and conducting laboratory tests of cripple wall panels, wood-frame wall subassemblies, and sill anchorages to measure and document their response (strength and stiffness) under cyclic loading; and (5) the computer modeling, simulations, and the development of loss models as informed by a workshop with claims adjustors. This report is a product of Working Group 2: Development of Index Buildings and focuses on the identification of common variations and combinations of materials and construction characteristics of California single-family dwellings. These were used to develop “Index Buildings” that formed the basis of the PEER–CEA Project testing and analytical modeling programs (Working Groups 4 and 5). The loss modeling component of the Project (Working Group 6) quantified the damage-seismic hazard relationships for each of the Index Buildings.
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Arias, Bobbie. The Importance of Online Peer Relationships During the Transition to Motherhood: Do They Decrease Stress, Alleviate Depression and Increase Parenting Competence? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2941.

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Werny, Rafaela, Marie Reich, Miranda Leontowitsch, and Frank Oswald. EQualCare Policy Report Germany : Alone but connected? Digital (in)equalities in care work and generational relationships among older people living alone. Frankfurter Forum für interdisziplinäre Alternsforschung, Goethe-Universität Frankfurt am Main, October 2022. http://dx.doi.org/10.21248/gups.69905.

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The policy review is part of the project EQualCare: Alone but connected? Digital (in)equalities in care work and generational relationships among older people living alone, a three-year international project involving four countries: Finland, Germany, Latvia and Sweden. EQualCare interrogates inequalities by gender, cultural and socio-economic background between countries, with their different demographics and policy backgrounds. As a first step into empirical analysis, the policy review aims to set the stage for a better understanding of, and policy development on, the intersections of digitalisation with intergenerational care work and care relationships of older people living alone in Germany. The policy review follows a critical approach, in which the problems policy documents address are not considered objective entities, but rather discursively produced knowledge that renders visible some parts of the problem which is to be solved as other possible perspectives are simultaneously excluded. Twenty publicly available documents were studied to analyse the processes in which definitions of care work and digital (in)equalities are circulated, translated and negotiated between the different levels of national government, regional governments and municipalities as well as other agencies in Germany. The policy review consists of two parts: a background chapter providing information on the social structure of Germany, including the historical development of Germany after the Second World War, its political structure, information on the demographic situation with a focus on the 60+ age group, and the income of this age group. In addition, the background presents the structure of work and welfare, the organisation of care for old people, and the state of digitalisation in Germany. The analysis chapter includes a description of the method used as well as an overview of the documents chosen and analysed. The focus of this chapter is on the analysis of official documents that deal with the interplay of living alone in old age, care, and digitalisation. The analysis identified four themes: firstly, ageing is framed largely as a challenge to society, whereas digitalisation is framed as a potential way to tackle social challenges, such as an ageing society. Secondly, challenges of ageing, such as need of care, are set at the individual level, requiring people to organise their care within their own families and immediate social networks, with state support following a principle of subsidiarity. Thirdly, voluntary peer support provides the basis for addressing digital support needs and strategies. Publications by lobby organisations highlight the important work done by voluntary peer support for digital training and the benefits this approach has; they also draw attention to the over-reliance on this form of unpaid support and call for an increase in professional support in ensuring all older people are supported in digital life. Fourthly, ageing as a hinderance to participation in digital life is seen as an interim challenge among younger old people already online.
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Eslava, Marcela, Alvaro García-Marín, and Julián Messina. Inequality and Market Power in Latin America and the Caribbean. Inter-American Development Bank, October 2023. http://dx.doi.org/10.18235/0005234.

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Firms market power may exacerbate income inequality. We investigate this relationship among firms in Latin America and the Caribbean (LAC), where this phenomenon remains understudied. We use firm-level data for formal firms in 16 countries in LAC and 31 peer economies with similar levels of GDP per capita but much less inequality. We study 1) The extent and dispersion of market power among LACs firms compared to firms in peer economies; 2) the relationship between market power and the labor share of revenue at the firm level; and 3) the implications of that relationship for the aggregate labor share of income, which depends on the joint distribution (across firms) of market power, the labor share, and firms size. Markups (markdowns) measure product (labor) market power. Our results indicate that the average markup in the region is 20 percent above marginal costs, while average wages are 46 percent below the marginal revenue product of labor. The negative relationship at the firm level between the labor share and combined market power is driven by labor rather than product market power. Finally, we show that labor market power is more pronounced among larger firms, magnifying the effect of market power on the aggregate labor share and income distribution. However, there is no indication that market power is more acute or dispersed in LAC than in its peers, nor does it appear to induce more inequality than in those countries.
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Enlow, Michelle Bosquet, Richard J. Chung, Melissa A. Parisi, Sharon K. Sagiv, Margaret A. Sheridan, Annemarie Stroustrup, Rosalind J. Wright, et al. Standard Measurement Protocols for Pediatric Development Research in the PhenX Toolkit. RTI Press, September 2022. http://dx.doi.org/10.3768/rtipress.2022.mr.0049.2209.

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A challenge in conducting pediatric research is selecting reliable, valid measurement protocols, across a range of domains, that are appropriate for the developmental level of the study population. The purpose of this report is to introduce the research community to the Pediatric Development Research Domain of the National Institutes of Health (NIH)–supported PhenX Toolkit (consensus measures for Phenotypes and eXposures). The PhenX Toolkit provides a catalog of recommended measurement protocols to address a wide range of research topics that are suitable for inclusion in a variety of study designs. In 2018, the Pediatric Development Working Group of experts identified 18 well-established protocols of pediatric development for inclusion in the Toolkit to complement existing protocols. Collectively, the protocols assess parenting, child care attendance and quality, peer relationships, home environment, neonatal abstinence, emotional and behavioral functioning, and other factors that influence child development. The Toolkit provides detailed data collection protocols, data dictionaries, and worksheets to help investigators incorporate these protocols into their study designs. Using standard protocols in studies with pediatric participants will support consistent data collection, improve data quality, and facilitate cross-study analyses to ultimately improve child health.
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Schultz, Timothy, Michael Zhou, Jodi Gray, Jackie Roseleur, Richard Clark, Dylan Mordaunt, and Peter Hibbert. Patient characteristics and interventions associated with complaints and medico-legal claims. The Sax Institute, November 2022. http://dx.doi.org/10.57022/lioq6047.

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There is anecdotal evidence that the rate of complaints and claims against doctors is rising, yet little is known about (Q1) which types of patients are more likely to make a complaint or claim, nor about (Q2) what interventions are effective in reducing rates of complaints and claims and increasing patient satisfaction. This Evidence Check aimed to answer those two questions. The evidence base for both of the questions was of low quality, with only five studies having a comparison group. Twenty-five studies addressed Question 1. The only patient characteristic to have a consistent effect on rates of complaints and claims was having a mental, behavioural or developmental disorder. Other patient characteristics, including those related to their therapeutic context, had inconsistent or weak relationships with rates of complaints and claims. Twenty studies addressed Question 2 (including one which addressed both questions). There were consistently reduced rates of complaints and claims following implementation of risk management programs and also implementation of communication and resolution programs. Peer feedback programs consistently improved doctors’ response to complaints and subsequent performance. However, the results found here should be interpreted with caution, as the risk of bias inherent in the study designs makes them more likely to erroneously demonstrate an effect.
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Maron, Nancy, and Peter Potter. TOME Stakeholder Value Assessment: Final Report. Association of American Universities, Association of Research Libraries, and Association of University Presses, August 2023. http://dx.doi.org/10.29242/report.tome2023.

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The Association of American Universities, the Association of Research Libraries, and the Association of University Presses have published a final report assessing the success of their five-year pilot project to encourage sustainable digital publication of and public access to scholarly books. The associations launched the Toward an Open Monograph Ecosystem (TOME) project in 2018 to publish humanities and social science scholarship on the internet, where these peer-reviewed works can be fully integrated into the larger network of scholarly and scientific research. The project engaged a network of more than 60 university presses and ultimately produced more than 150 open-access scholarly works. The books cover a wide range of topics in many disciplines, including philosophy, history, political science, sociology, and gender and ethnic studies. The pilot was designed to last five years, and the sponsoring associations committed to assessing its value to its target audience at the end of that period. The report analyzes whether the community of authors, institutions, libraries, and presses that participated in the pilot found it helpful. Author Nancy Maron of BlueSky to BluePrint surveyed and interviewed authors and TOME contacts at participating institutions to assess how each benefited from the pilot—from increased global readership to stronger relationships among libraries, research deans, and faculty.
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Kottke, Albert, Norman Abrahamson, David Boore, Yousef Bozorgnia, Christine Goulet, Justin Hollenback, Tadahiro Kishida, et al. Selection of Random Vibration Procedures for the NGA-East Project. Pacific Earthquake Engineering Research Center, University of California, Berkeley, CA, November 2018. http://dx.doi.org/10.55461/ltmu9309.

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Pseudo-spectral acceleration (PSA) is the most commonly used intensity measure in earthquake engineering as it serves as a simple approximate predictor of structural response for many types of systems. Therefore, most ground-motion models (GMMs, aka GMPEs) provide median and standard deviation PSA using a suite of input parameters characterizing the source, path, and site effects. Unfortunately, PSA is a complex metric: the PSA for a single oscillator frequency depends on the Fourier amplitudes across a range of frequencies. The Fourier amplitude spectrum (FAS) is an appealing alternative because its simple linear superposition allows effects to be modeled as transfer functions. For this reason, most seismological models, i.e., the source spectrum, are developed for the FAS. Using FAS in conjunction with random-vibration theory (RVT) allows GMM developers to superimpose seismological models directly, computing PSA only at the end of the process. The FAS-RVT-PSA approach was first used by the Hollenback et al. team in their development of GMMs for the Next Generation Attenuation Relationships for Central & Eastern North-America (NGA-East) project (see Chapter 11 of PEER Report No. 2015/04). As part of the NGA-East project to support the Hollenback et al. team and similar efforts, the current report summarizes a systematic processing algorithm for FAS that minimizes computational requirements and bias that results from the RVT approximation for median GMM development.
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Lindquist, Christine, and Tasseli McKay. Sexual Harassment Experiences and Consequences for Women Faculty in Science, Engineering, and Medicine. RTI Press, June 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0018.1806.

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In a qualitative study of 40 women faculty in sciences, engineering, and medicine (http://sites.nationalacademies.org/SexualHarrassment.htm), respondents at all career levels and fields reported a range of sexual harassment experiences, including gender-based harassment (e.g., gendered insults, lewd comments), unwanted sexual advances, stalking, and sexual assault by a colleague. Sexual harassment experiences often diminished study participants' scientific productivity as energy was diverted into efforts to process emotional responses, manage the perpetrator, report the harassment, or work to prevent recurrences. Many women who experienced sexual harassment adjusted their work habits and withdrew physically or interpersonally from their departments, colleagues, and fields. Study participants who disclosed harassment to a supervisor or department leader often reported that the reactions they received made them feel dismissed and minimized. Sympathetic responses were often met with dismissiveness, minimization, or sympathy, but active or formal support was rarely provided, and women were typically discouraged from pursuing further action. Formal reporting using university procedures was often avoided. University-level reporting sometimes damaged women's relationships with department colleagues. Women who disclosed their experiences often faced long-term, negative impacts on their careers. Study participants identified opportunities to address sexual harassment by (1) harnessing the power of university leaders, department leaders, and peer bystanders to affect the academic climate; (2) instituting stronger and better-enforced institutional policies on sexual harassment with clear and appropriate consequences for perpetrators; and (3) advancing the cross-institutional work of scientific and professional societies to change the culture in their fields.
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