Peer Group Research Articles

Empowerment in prevention: a qualitative inquiry into Black girl-centred strategies for reducing HIV/STI and drug misuse risk.

Black girls in the United States are disproportionately diagnosed with sexually transmitted infections (STIs), which can increase the risk of contracting HIV (human immunodeficiency virus), compared to adolescent girls of other races. Therefore, this study was designed to understand barriers to impactful HIV/STI and substance use prevention programmes for Black girls. Data was collected between October 2021 and June 2022 from twelve focus groups which included (N = 62) participants who identified as Black and female between the ages of 13 and 18 years old. Using intersectionality theory as a guiding framework, the data were analysed thematically. The analysis revealed three themes: 1) need for parent-child discussions on sex; 2) stigma in schools; 3) suggestions for Black girl-centred prevention programming. Participants described minimal discussion about sex in their household as well as STI/HIV and substance abuse stigma as barriers to impactful sex education. They also indicated that current substance use and STI/HIV prevention interventions are not tailored to the experience of Black girls and offered suggestions for improvement. In sum, participants pointed out several barriers to existing sex education and substance abuse prevention programs. Findings revealed that HIV and drug use prevention information and knowledge may be best received from older peers in small private settings that can allow for intimate discussion and sharing of reliable information on HIV education, aetiology, and safer sexual practices. In addition, the study findings support the need to develop a racial and gender-specific prevention programming that fosters peer relationships, social support, and empowerment-based principles.

‘There’s nothing wrong with me’: experiencing Physical Education at the intersections of disability, ethnicity and gender

ABSTRACT Background: School populations in England continue to diversify, particularly in relation to ethnicity, language, and Special Education Needs and Disabilities (SEND). Yet research demonstrates that Physical Education (PE) often remains structured, organised and delivered in ways that privilege White, male, cisgender, heterosexual, non-disabled students. Whilst the experiences of those students marginalised within PE have been explored, a single-issue approach dominates. That is, disability, ethnicity or gender have often been researched in isolation. More recently an intersectional lens has been used to consider young people’s multiple identities and how these simultaneously influence experiences of PE. However, much of this research has focused on two identities, for example, gender and ethnicity, or gender and disability. Purpose: This paper offers insights regarding the ways that disability, ethnicity and gender intertwine to influence the PE experiences of five girls attending an English secondary school, Hillside High. Methods: Data were generated over two years through focus group interviews and observations of PE lessons. Using a narrative approach to data re-presentation, five stories are presented to reflect the girls’ experiences. Findings and Conclusion: Following the narratives, three themes are discussed: the (ir)relevance of PE; the importance of peer relationships; and school-imposed labels. In concluding, we explore how privilege, inequality, and difference operate; the differences between girls who share identity categories; and consider the utility of adopting an intersectional lens.

Perceptions of social interactions and second language willingness to communicate in different activities

This study examined whether students’ perceived social interactions within different learning activities predicted their willingness to communicate (WTC) in second language (L2) classrooms. The sample was 932 undergraduate students from 8 universities learning English as a foreign language. Data of student-perceived social interactions in classrooms including teacher-student relationships, peer relationships, cooperation and equity, and data of WTC including overall WTC, WTC in meaning-focused activities, and WTC in form-focused activities were collected through online questionnaires. Data analysis using Structural Equation Modelling showed that (1) teacher-student relationships, peer relationships and cooperation positively predicted overall WTC; (2) teacher-student relationships, peer relationships, cooperation and equity positively predicted WTC in meaning-focused activities; (3) cooperation positively but equity negatively predicted WTC in form-focused activities. The results suggested that students’ perceived social interactions had predictive effects on L2 WTC but such effects differed in line with learning activity types. Implications for enhancing WTC in L2 instruction were also discussed.

The Mediating Role of Teacher Support in The Relationship between Marginalization and Academic Performance among Migrant Children in China--Evidence from CEPS Data

Migrant children are a special group in the process of China's economic development. They not only linger on the edge of unequal educational opportunities but are also marginalized in schools. Using data from the China Education Panel Survey (CEPS), a nationally representative sample of junior high school students, the study attempts to examine the relationship between migrant children's marginalization and academic achievement and check the moderating role of teacher support in this relationship. The results show that positive teacher support has a negative moderating effect on the marginalization of migrant children. When teachers take a positive and supportive attitude toward socially marginalized students, the marginalized children are more integrated within their peer groups over time. The more actively teachers support migrant children, the more they can reduce the probability of migrant children being marginalized. Teacher support also has a positive impact on migrant children's social behavioral development and academic performance to a large extent. The positive attitude of teachers enables migrant children, a marginalized group, to have stronger school adaptability and a more positive development direction of social behavior and academic performance.

Short-term mentalization-based therapy for common childhood mental disorders - a pilot quasi-randomised controlled trial.

Internalizing and externalizing psychiatric disorders among children are common and debilitating, affecting family interactions, learning and peer relations. The aim of the present quasi-randomised pilot-study was to investigate preliminary effects of a mentalization-based time-limited treatment (MBT-C) for children with mixed psychiatric disorders. The trial comprised 17 children, aged 4-11 with mixed disorders, and their parents, admitted to an outpatient psychotherapy clinic. Quasi-randomization allocated patients to 12 sessions MBT-C with parallel parent support, or wait-list control. Compared to wait-list controls, significant improvements were observed in child pathology (d = 1.23, p = .006), therapist-rated global functioning (d = 1.73, p = .002), parent-perceived overall distress and impairment (d = 1.42, p = .017), and child-perceived emotional distress (d = 1.32, p = .024). No significant effects were observed for parent-perceived symptoms (d = 0.41, p = .28). Within-group changes and long-term effects were calculated for all participants including the wait-list after being crossed-over to treatment. Results were either maintained or further improved at 6- and 12-months follow-ups. This trial provides preliminary support for MBT-C in children with mixed disorders.

Teachers Co-Designing and Enacting Elementary Data Science Curriculum through Connected Learning

We detail a research-practice partnership between an elementary school and educational researchers with a common goal of increasing data science literacy among rural elementary students. Drawing on connected learning theory and using the CT-STEM taxonomy of practices, we co-developed data science units with teachers and they subsequently implemented them in classrooms. Connected learning was used to envision the unit co-design process. In that regard, we assisted teachers in drawing on students’ interests when selecting real-world problems to solve during the design of data science units and providing learning opportunities mirroring what students enjoy and engage in outside of school. Qualitative methodology guided the data analysis of observations, reflective journals, interviews, and curriculum artifacts. Five primary themes emerged describing the teachers’ approach in relation to connected learning when co-designing and implementing the units, implying that effective data science instruction for elementary school students might be intentionally designed for student interests and experiences, be locally relevant, model and foster group work and peer collaboration, encourage student agency through production, and meld disciplinary standards and content with prior and new instructional practices. This research suggests connected learning can guide educators in planning and enacting data science units and lessons in elementary classrooms.

Early childhood educators' perspectives of the social functioning and strengths of children exposed to intimate partner violence.

Exposure to IPV can negatively impact children's social functioning. However, children exposed to IPV can also display significant strengths. The early educational environment can be a key factor promoting resilience outside of the family, with early educators in an ideal position to identify a broad range of social challenges, strengths and needs of children exposed to IPV. Despite this, no known studies have investigated early childhood educators' perspectives of the impacts of IPV on children's social functioning and their strengths. Understanding early educators' perspectives could help to provide insight into the social challenges, strengths and needs of children exposed to IPV. The aim of this study was to understand the social functioning and strengths of children exposed to IPV from the perspective of early childhood educators. Semi-structured individual interviews were conducted with 12 early educators in a caring role for children aged three to five in Victoria, Australia. Thematic analysis was used to analyse the interviews. The first theme identified was impacts of IPV on child development that disrupts social functioning. Subthemes included: (i) difficulties with attachment and trust, (ii) emotional distress and dysregulation, and (iii) impacts on speech and language. The second theme identified was impacts of IPV on social play and peer relationships. Subthemes were (i) disconnection from peers through withdrawal or aggression, (ii) difficulties with social skills and play, (iii) trouble building and maintaining friendships, and (iv) vulnerable to being bullied. The final theme was children's strengths with subthemes including: (i) children's capacity for curiosity and learning with trusted relationships and (ii) learned ways of coping. This study provided a comprehensive understanding of how IPV affects children's social relationships within an early educational context. The findings also highlighted how educators can be a key relational support for children exposed to IPV which is able to facilitate their capacity to learn skills such as emotion regulation and build their ability to engage in play and friendships. Further research on educators' experiences and training needs when supporting the social functioning and strengths of children exposed to IPV is needed.

Dental Caries, Erosive Tooth Wear, and Periodontal Status of Military Student Pilots in Finland: A Comparative Cross-Sectional Study.

Oral health is a crucial factor for service safety among military pilots, but studies specifically on pilots are still very few in Finland. The aim of this study was to assess the oral health status of military student pilots compared to other conscripts of the same age group. The data were collected during the oral health examinations of the annual class of the Pilot Reserve Officer Course students at the beginning of their duty at the Air Force Academy (N = 38). A voluntary random sample of conscripts' oral health data (N = 574) collected from the 8 largest garrisons was used as a peer group. The study included males born between 2000 and 2002. The examinations were conducted in accordance with the WHO guidelines. Values of decayed (DT), missing, and filled teeth as well as the combined decayed, missing, and filled teeth value were recorded along with Basic Erosive Wear Examination scoring and Community Periodontal Index. The study was designed in accordance with the STROBE guidelines. The proportion of student pilots without any decayed teeth (DT = 0) was 42.1% with third molars and 44.7% without third molars. Among other conscripts, the proportions were 29.1% and 30.8%, respectively. Mean DT values among student pilots were 1.16 (third molars included) and 1.11 (third molars not included) (P = .543), and among other conscripts 1.10 and 1.00 (P = .429), respectively.The mean decayed, missing, and filled teeth values were 2.50 among student pilots and 3.34 among others (third molars included), and 2.18 and 3.10 (without third molars), respectively (P = .289 and .211).The proportion of student pilots with at least moderate erosive tooth wear (Basic Erosive Wear Examination sum > 2) was 68.4%, while for other conscripts it was 22.1% (P = .000). None of the student pilots fell into Community Periodontal Index class 3 or 4, whereas 9.9% of other conscripts did (P = .006). The student pilots exhibited good overall oral health, which differed from that of other conscripts, mainly in terms of erosive changes. Continuous monitoring is crucial, as maintaining optimal oral health is vital for reducing the risk of barodontalgia and thus improving flight safety. Therefore, it is important to be aware that those who aspire to be military pilots are at an increased risk of erosive changes to their teeth.

Investigating factors influencing bullying behavior reduction and gender differences in higher education: A structural equation modeling approach.

In recent years, the prevalence of bullying among university students in Indonesia has continued to increase. The consequences of bullying have detrimental effects on the victims, highlighting the importance of finding ways to reduce bullying behavior. However, few studies have explored the factors that can mitigate this behavior among students. Therefore, this paper aims to analyze which determinants significantly affect the reduction of bullying behavior, with a particular focus on gender differences. This research utilizes the Theory of Planned Behavior (TPB) along with theories of parent-child relationships (PCR), teacher-student relationships (TSR), and peer relationships (PR) to explain bullying behavior. The study successfully collected data from 435 students in Riau, Indonesia. The results indicate that PCR and PR are key in enhancing students' attitudes towards bullying. As students' attitudes improve, bullying behavior can significantly decrease. This study successfully developed a research model to reduce bullying behavior. The findings suggest that fostering positive peer interactions and supportive parent-child dynamics are essential. Schools can apply these insights by promoting peer support systems and conflict resolution programs to reduce bullying. This study highlights the critical role of nurturing peer relationships within educational strategies to effectively address bullying behaviors.

Development and Validation of the Satisfaction with the Intervention for Intimate Partner Violence Perpetrators Scale (SIIPVS)

Abstract Purpose Although research in the intimate partner violence (IPV) field has significantly advanced in recent decades, important challenges remain in intervention effectiveness terms. Some authors point out that satisfaction with intervention could be an indicator of effectiveness. However, this variable has not been thoroughly explored in the scientific literature. This study aimed to develop and validate a scale to measure the satisfaction with the intervention of participants attending an intervention program for IPV perpetrators. Methods A panel of experts developed the Satisfaction with the Intervention for Intimate Partner Violence Perpetrators Scale (SIIPVS) items. A sample of 646 male perpetrators was employed. Exploratory and confirmatory factor analyses, and a reliability analysis, were conducted. Scale validity was examined in relation to other relevant variables to the intervention, such as recidivism, working alliance, motivation to change and state of change. Results The findings indicate that the factor structure with the best fit consisted of three factors: Satisfaction with the facilitators and program delivery, Satisfaction with the learning-process, and Satisfaction with the peer group. All the factors demonstrated adequate internal consistency. Participant satisfaction with various intervention elements was associated with the key variables of these interventions. Conclusions The validation analysis results indicated that the SIIPVS is a suitable scale to analyze the satisfaction of the participants attending an intervention program for IPV perpetrators due to its adequate psychometric properties. Understanding participant satisfaction could provide a more comprehensive approach to evaluate the effectiveness of these interventions.

Factors Influencing Science Teachers' Professional Development: A Cultural‐Historical Activity Theory Perspective

ABSTRACTExploring the factors influencing science teacher professional development (STPD) and their interactions may provide insight into promoting professional development and improving science education. However, existing research mainly focuses on STPD in larger domains, such as individual, external, and contextual, without paying systematic attention to the connections between internal elements within domains. Therefore, this study utilized the cultural‐historical activity theory (CHAT) as a framework to systematically explore the interactions between factors influencing STPD. Content analysis was used to identify the factors influencing STPD. Subsequently, we adopted a convergent parallel mixed research method, aiming at a more comprehensive exploration of how these factors affect STPD. The interpretive structural model (ISM) and cross‐influence matrix multiplication (MICMAC) method were used to explore the interrelationships among the factors. Furthermore, from the CHAT perspective, semi‐structured interviews were used to identify the tensions in STPD. The ISM results showed that the factors influencing STPD have a six‐level hierarchical structure. Level 1 represents factors that directly influence STPD. The influences at Level 1 were also directly or indirectly influenced by the factors at Levels 2–6. The primary and secondary contradictions in STPD were identified by integrating the MICMAC and interview results under the CHAT lens. This study established that ISM and MICMAC not only identifies the hierarchical relationship between the influencing factors but also better identifies the contradictions between and within different types of factors from the perspective of CHAT. Based on our results, we suggest a focus on professional practice and learning communities, rural and remote school teachers, and efficient use of technology to connect experts, teacher trainers, and peer groups to improve the reach and efficacy of STPD.

P0646 Significant mental health and fatigue burden found in tertiary paediatric IBD service in Australia

Abstract Background Mental health issues such as anxiety and depression in patients with inflammatory bowel disease (IBD) are well-documented in the literature1,2. Aim: We reviewed the cohort within our new IBD psychology service, to establish the prevalence of anxiety and depression in the Australian paediatric setting. Methods 213 outpatients aged 5-18 attending the outpatient IBD service at the Children’s Hospital at Westmead, Australia were recruited from April to October 2024. They completed a validated self-report tool, PROMIS Paediatric Profile v2.0 – Profile 25, which measures anxiety, depression, mobility, fatigue, peer relationships, pain interference, and pain intensity. Clinical disease data, including PUCAI/PCDAI scores and biochemical markers (faecal calprotectin, ESR, and CRP) were collected for the same visits. Demographic data included age, sex, disease type (Crohn’s Disease or Ulcerative Colitis), and age at diagnosis. Results Moderate to severe levels of anxiety, depression, and fatigue were reported by 28.7%, 20.2%, and 26.7% of participants, respectively. There was a significant difference in psychological distress (combined anxiety and depression) across different groups when stratified on age of diagnosis (i.e. ages 0-5, 6-12, and 13-18; F(2, 208)=5.37, p=.005). Psychological distress positively correlated with clinical disease severity (PCDAI: r=.244, p=.007; PUCAI: r=.317, p=.004), and pain interference (r=.600, p<.001) and intensity (r=.461, p<.001); negatively correlated with mobility (r=-.514, p<.001) and peer relationships (r=-.437, p<.001). A hierarchical regression was conducted to assess predictors of psychological distress among participants. Fatigue emerged as the strongest predictor in the final model, significantly explaining additional variance in distress levels (F(1, 164)=79.34, p<.001). Additionally, mobility and sex also emerged as significant predictors of psychological distress (ps=.049 and .017, respectively), while age, biochemical markers, and disease severity were non-significant. This model explained 57.3% of the variance in psychological distress. Conclusion Paediatric patients with IBD experience significant burden from anxiety, depression, and fatigue. The strong association between fatigue and psychological distress mirrors findings in the adult IBD population3, suggesting that fatigue and psychological factors significantly influence each other, independent of the disease state. These results underscore the importance of targeted screening and management of psychological symptoms to improve IBD care and improve quality of life in paediatric patients.

Factors Related to Drug Abuse as Perceived by Maranao College Freshmen Students of Mindanao State University

This study aimed to investigate the perceptions of Maranao freshman college students at Mindanao State University (MSU) regarding drug abuse. It examined selected factors related to drug abuse, which serve as the baseline for formulating a training model for the guidance program. The study also explored the relationship between drug abuse and specific factors as perceived by the students. The study sought to answer the following questions: 1. What is the profile distribution of respondents in terms of sex, age, and civil status, knowledge of someone who is a drug user, number of drug users known, and their relation to the user? 2. What is the profile distribution of first-year college students regarding their perceptions of factors affecting drug abuse in terms of relief from problems, sense of security, curiosity, and "pakikisama"? or peer pressure. 3. What are the most common drugs used by drug abusers as perceived by the respondents? 4. Is there a significant relationship between drug abuse and the factors in terms of relief from problems, curiosity, "pakikisama" or sense of security, peer group influence, and pleasure? 5. What training model for a guidance program can be formulated from the findings of the study? The Maranao respondents were college freshmen students of Mindanao State University selected through random sampling. To gather the necessary data, a questionnaire was distributed, and the responses were analyzed using frequency and percentage computations.

A Study of Peer Effects in the Dividend Distribution Behaviour

Based on the data of A-share listed companies from 2013 to 2022, this paper mainly studies the dividend distribution behavior of enterprises from the perspective of the theory of peer group effect, and tests the existence of peer group effect and analyzes the strength of peer group effect indicators in terms of Willingness to pay and intensity of payment in the dividend behavior of enterprises. For the selection of impact indicators, this article takes into account the internal and external environment of enterprise operation, mainly focusing on company size and industry competition as the research focus.According to the research, in the dividend distribution behavior of listed companies, the existence of the peer effect is confirmed in both the Willingness to pay and the degree of payment; The size of the company and the level of industry competition will have a significant impact on the strength of the peer effect. Based on the research results, the following conclusions can be drawn: enterprises should face their own business development characteristics and make appropriate dividend distribution behavior based on this.

The role of mentoring in the employee professional development and career growth

Background: Mentoring is an important tool for realizing the personal potential of specialists in various fields, but its effectiveness directly depends on a number of organizational issues and a clear definition of approaches and goals. The aim of this research is to determine the criteria for choosing alternative approaches to mentoring depending on the expected positive effects. Methods: The study employed SWOT analysis, questionnaire survey, and semi-structured interviews. Results: The analysis found that each of the proposed approaches to mentoring is effective in the context of achieving different goals. Group mentoring and peer mentoring are effective for achieving specific goals — salary increases, career advancement, and increased number of professional contacts. So, the result of these mentoring approaches is the most “visible” and can be evaluated by certain quantitative and qualitative indicators, such as the amount of salary, transition to a new position, number of new acquaintances. Conclusions: Peer mentoring additionally has significant advantages for the development of soft skills through equal communication with like-minded people and the sharing of experiences. Further research may focus on the development of specific mentoring programmes. The results of the study can be useful for companies in choosing an approach to mentoring in view of the desired effects.

Postdigital Bystanding: Youth Experiences of Sexual Violence Workshops in Schools in England, Ireland, and Canada.

In this paper, we report on creative- and arts-based sexual violence and bystander intervention workshops we developed and researched in England, Ireland, and Canada, through evaluation surveys, observations, and focus group interviews with nearly 1200 young people (aged 13-18). Whist the young people generally reported benefitting from the intervention, in the context of increasing use of digital technologies amongst youth, we explore the context-specific challenges they faced in learning about and being supported through bystander strategies across a wide range of diverse school spaces. We use the term postdigital bystanding to explicitly explore how teen's digital networks are often connected to the school-based 'real life' peer group, in ways that complicate clear distinctions between online and offline, arguing that these postdigital dynamics have not yet been adequately considered in bystanding interventions. We analyse how the intersectional community, cultural, and identity-specific factors in particular schooling environments shape responses to bystanding in postdigital environments, including how factors of sexism, defensive masculinity, elitism, racism, and a reluctance to report digital issues played out in the responses to the workshops. Finally, following young people's suggestions, we recommend that schools need to cultivate better safety and support strategies for youth in order to make postdigital bystander interventions more responsive and therefore effective in challenging and preventing sexual violence in society.

An Empirical Study on Quality of Life Among Chinese University Students: Application of the KIDSCREEN-52 Instrument

This study aims to assess the quality of life (QoL) of Chinese university students using the KIDSCREEN-52 questionnaire and to explore its applicability in the context of higher education in China. Through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), seven key dimensions of QoL were identified: emotional well-being and self-perception, family and peer relationships, psychological health, school environment, physical health, autonomy, and financial resources. Although the standardized regression weights showed strong associations between individual items and their respective dimensions, the overall model fit indicated that the direct application of the KIDSCREEN-52 in China requires further adjustment. Certain items need to be reclassified or removed to better align with the cultural and contextual realities of Chinese university students. The findings emphasize the importance of social support, school environment, and psychological health in shaping overall QoL, while also highlighting challenges in emotional well-being, self-perception, and financial stability. This research provides theoretical and practical insights for localizing the KIDSCREEN-52 questionnaire and designing targeted interventions to enhance the QoL and well-being of Chinese university students.

Improving general practitioners’ approaches to functional somatic syndromes: a pilot training program with a focus on compassion and communication

BackgroundFunctional somatic syndromes are common in primary care and represent a challenge for general practitioners (GPs), with a risk of deterioration in the doctor-patient relationship, and of compassion fatigue on the part of the physician. Little is known about how to teach better management of these symptoms.MethodsThe aim of our scientific team was to develop a training session about functional somatic syndromes for GPs, with the objective to improve the therapeutic attitude of the participants. The first session of the training was constructed as a pilot session, followed by a qualitative study to complete content validation. The educational framework of the training session is multimodal and includes theory on the pathophysiology of functional somatic syndromes, communication skills, and introspective learning including an introduction to compassion meditation. 20 physicians attended the pilot training session. 10 of them participated in the qualitative study. The qualitative study consisted of five individual semi-structured interviews and one focus group of five persons, investigating the impact of the training session on the clinical practices, as perceived by the participants. The interviews were analysed through an inductive method inspired by Malterud’s systematic text condensation strategy.ResultsWe identified three main themes in the responses of the participants: (1) the crucial issue of putting a name to chronic psychosomatic suffering; (2) the importance of self-compassion for physicians; (3) changes in therapeutic attitude fostering a reconciliation between “self” and “care”. Participants expressed a need for more regular meetings of this type. The opportunity to share their negative feelings about therapeutic relationship within a peer group, with compassionate supervision of the trainers, seemed to play an important role in the improvement of their self-compassionConclusionA multimodal teaching session seems to help the physicians to feel more comfortable and competent when treating patients with functional somatic syndromes. Including compassion meditation in the teaching seems a promising tool to prevent compassion fatigue.

Barriers facilitators and needs of female sex workers in Arak to access sexual health services a qualitative study

The sexual health of female sex workers is of particular concern due to severe complications arising from multiple and unprotected sexual relationships. This qualitative study, the initial study conducted in Iran, explored the sexual health needs, barriers, and facilitators to accessing sexual health services among women at high risk of STIs in Arak. In this qualitative research study, we used a content analysis design. Fourteen female sex workers who attended the specialized HIV center in Arak participated in the study. Data were collected and analyzed using qualitative content analysis. Data were classified into three main themes: (1) barriers and facilitators in accessing sexual health services; (2) educational needs for sexual health; and (3) peer education from the perspectives of sex workers. Three categories of barriers emerged: “personal”, “environmental and structural”, and “psychological and social” ones. Personal barriers included a lack of information, privacy concerns, fear of untreatable or complex diagnoses, and cultural beliefs and shame. Environmental and structural barriers included financial barriers, inadequate emphasis on sexual health, mistreatment by healthcare staff, poor quality of distributed condoms, and insufficient preventive education. Psychological and social barriers included partner rejection following infection. Facilitators for accessing sexual health services included respectful care, effective counseling for anxiety and stress. Access to preventive healthcare included the availability of screenings and vaccinations, and condom distribution at the center. Educational needs encompassed skills in negotiation and communication, understanding sexual health, positive body image and accepting sexual orientation, and preventing and managing STIs. The participants believed that peer education offers several benefits, including building credibility and trust among peers, fostering positive interactions within peer groups, enhancing support through shared experiences, improving access to educational resources and empowerment through peer education. However, it also presented drawbacks, such as a lack of trust in peers and deficiencies in specialized resources. To improve access to sexual health services for female sex workers, it is essential for services to be transparently and comprehensively introduced; and for cultural and social barriers to be reduced. Additionally, it is recommended that services be provided either free of charge or at reduced costs to enable this vulnerable group to utilize the services effectively. Future studies should focus on investigating strategies to gather data and improve sexual health of female sex workers at community level.

Longitudinal Relationships Across Bullying Victimization, Friendship and Social Support, and Internalizing Symptoms in Early-to-Middle Adolescence: A Developmental Cascades Investigation.

Current understanding of the longitudinal relationships between different aspects of peer relationships and mental health problems in early- to mid-adolescence is limited. In particular, the role played by gender in these developmental cascades processes is unclear, little is known about within-person effects between bullying victimization and internalizing symptoms, and the theorized benefits of friendship and social support are largely untested. Addressing these important research gaps, this study tested a number of theory-driven hypotheses (e.g., interpersonal risk model, transactional model) regarding longitudinal relationships between bullying victimization, friendship and social support, and internalizing symptoms. The study sample was N = 26,458 adolescents (50.6% girls, average age 12 years 8 months (SD = 3.58 months) at baseline) attending k = 176 schools in Greater Manchester, England. Separating within-person effects from between-person effects, a random-intercept cross-lagged panel model (RI-CLPM) was applied to three annual waves of data. Analyses revealed that developmental cascade pathways varied across gender, as follows: higher rates of bullying victimization led to increased internalizing symptoms (partially for girls, fully for boys) and lower levels of friendship and social support (for girls only); higher levels of friendship and social support did not confer any protection against future bullying victimization (for girls or boys) but did lead to reduced internalizing symptoms (partially for girls, but not for boys); and, higher levels of internalizing symptoms led to increased rates of bullying victimization (for boys only) and lower levels of friendship and social support (partially for girls, fully for boys). Evidence of reciprocal relationships between bullying victimization and internalizing symptoms (for boys only) and between internalizing symptoms and friendship and social support (for girls only) was also found. Effect sizes of developmental cascade pathways varied but were mostly in the moderate-to-large range relative to the empirical distribution of cross-lagged effects in existing studies (i.e., 50th to 75th percentile). Sensitivity analyses indicated that findings were largely robust to a number of researcher-led analytic choices. The current study indicates that approaches to prevent or reduce the effects of bullying victimization should be prioritized, given the consistent evidence of its substantial role in increasing internalizing symptoms for both genders, in addition to its deleterious impact on girls' friendship and social support. Preregistration: This study was preregistered at https://osf.io/xrwfq . The study design, hypotheses, and target analyses were registered.