Peer Contact Research Articles

Social Value of Supported Employment for Psychosocial Program Participants

Members of a psychiatric psychosocial program designed to provide both supported employment and peer support were surveyed about their current social activities, sources of social support, and social life improvement since joining the program. Survey respondents who worked a mainstream job (n=17) reported greater peer contact in community locations, and correspondingly greater social life improvement, than those who remained unemployed or worked volunteer jobs (n=45). Results of a hierarchical regression analysis (N=62) that explored this positive correlation between mainstream work, community-based peer contact, and social life satisfaction suggest that working a job in an integrated setting that paid at least minimum wage encouraged program participants to meet and interact in community locations, thereby strengthening peer mutual support while furthering social integration. This unique pattern of findings requires replication, and we recommend that other psychosocial programs conduct similar quality improvement studies to provide further insights into the relationship between peer support and community integration.

Coming of age in African American English: A longitudinal study1

This study examines trajectories of development in the use of African American English (AAE) for 32 speakers through the first 17 years of their lives based on a unique, longitudinal database. Temporal data points in the analysis include 48 months, Grade 1 (about age 6), Grade 4 (about age 9), Grade 6 (about age 11), Grade 8 (about age 13), and Grade 10 (about age 15). Complementary methods of analysis for assessing AAE include a token‐based Dialect Density Measure (DDM), a type‐based vernacular diversity index, and frequency‐based variation analysis. The study reveals different trajectories and peak periods for the use of AAE, including a ‘roller coaster’ and a curvilinear trajectory; at the same time, there is a common dip among speakers in the overall use of vernacular AAE from Grade 1 through Grade 4. Examination of a selective set of demographic and self‐regard measures shows no significant differences for gender, school racial density, racial peer contacts, and measures of Afro‐centrality, but does show a significant correlation between mothers’ and child use of AAE as well as age/grade.

Inequalities in Croatian pupils' unhealthy behaviours and health outcomes: role of school, peers and family affluence

To examine the influence of family affluence (measure of socioeconomic status), school environment (liking school, school pressure, academic achievement and classmates support) and peer group (size of the peer group and frequency of peer contact) on unhealthy behaviours (smoking, drunkenness, physical inactivity, irregular breakfast and soft drink consumption) and health outcomes (self-rated health, multiple health complaints and life satisfaction) in Croatian pupils. The Croatian data from Health Behaviour in School-aged Children 2005/06 (HBSC) were used (1666 11-year-olds, and 1630 15-year-olds). Binary logistic regression analysis was conducted (95% confidence intervals, P < 0.05 and P < 0.01). School environment and peer group were connected to more unhealthy behaviours along with greater differences in those behaviours than family affluence. The only exception was physical inactivity at age 11 (compared to high family affluence, low family affluence increased 80% odds for physical inactivity, whereas, compared to favourable school environment, poor school environment increased 50% odds). Compared to favourable school environment, poor school environment was the most consistent and strongest predictor of poor health outcomes (all three measures). No influence of peer group to health outcomes was found. Compared to high-affluent families, low-affluent families were associated to higher odds for poor self-rated health and life dissatisfaction, and, for 11-year-olds, medium-affluent families to lower odds for multiple health complaints. Gender differences in unhealthy behaviours and health outcomes were also found. Compared to socioeconomic inequalities, greater inequalities in unhealthy behaviours were connected to school environment and peer group, and in health outcomes to school environment.

Peer Interactions and Their Benefits during Occupational Therapy Practice Placement Education

Peer collaboration is believed to assist in the development of critical thinking and reflection skills. However, collaboration may be difficult to achieve in the practice placement environment because students often experience placements away from peers. This study aimed to establish the frequency and types of peer contact experienced by first year occupational therapy students during practice placement education, in order to identify any benefits from interactions during this time and to establish any unmet needs that may arise from restricted peer contact. The data from responses to a survey by 53 of a cohort of 121 students demonstrated the diversity and disparity in the opportunities available. Many interactions provided support and reassurance and made a positive contribution to learning. Return-to-university days during practice placements and regional support groups to facilitate collaboration were suggested. The analysis of an online discussion board made available to all 121 students showed that only 12 students contributed to the discussions. The perceived benefits included contact with peers and practical support from tutors. Improved education and increased input from tutors were suggested as methods to encourage more effective use of this tool, in order to meet the learning and social needs of students with limited opportunities for peer interaction during placement modules.

Computer-Supported Collaborative Learning: Best Practices and Principles for Instructors

[The following is a chapter from the upcoming book Programming for e-Learning Developers, by Jeffrey M. Rhodes (ed.). It is reprinted here with permission from the authors.] The value of peer learning is well known, especially for domains in which people will apply what they learn in collaborative settings, but it is challenging to design courses that effectively incorporate and support peer learning. When learners are co-present in the classroom, it is easier to devise exercises that facilitate peer learning. Currently most training outside of the classroom is self-paced, eliminating peer and instructor contact, due to the perceived cost reduction and the greater ease of implementation. It is a challenge to develop online training that incorporates these rich human interactions while respecting the time constraints under which learners operate, yet it can lead to deeper learning that is more memorable and more easily applicable (Neal and Miller, 2005; Notess and Neal, 2006). This chapter discusses considerations and tradeoffs in designing, developing, and evaluating online training for an instructor and students who are geographically distributed. The discussion will take readers through the development process, starting with analysis of audience and goals, to the challenges in acquiring and adapting course material to the online format, and finally the implementation and evaluation. We focus on considerations involved in supporting active engagement of learners and meaningful and thoughtful learner-learner interactions appropriate to the subject matter (Neal and Miller, 2006).

Electronic media communication with friends from 2002 to 2006 and links to face-to-face contacts in adolescence: an HBSC study in 31 European and North American countries and regions

Because the potential for electronic media communication (EMC) has increased greatly, it is of interest to describe trends in EMC between adolescents and their friends and to investigate whether EMC facilitate or supersede face-to-face contacts among peers. Answers of 275,571 adolescents concerning contacting friends by means of the phone, text messages, and the internet (i. e. EMC), the number of close friends, and the number of afternoons and evenings per week spent out with friends were analysed by means of chi(2)-tests and multiple regression. In 2006, between more than one third (11-year olds) and nearly two thirds (15-year olds) communicated electronically with their friends daily or nearly daily. From 2002 to 2006, EMC increased in almost all participating countries. Particularly high increases were found in Eastern Europe. Across countries, the higher the frequency of EMC the higher the number of afternoons and evenings spent with friends. The results are surprisingly consistent across the 31 countries and suggest that EMC among adolescents facilitate rather than supersede face-to-face peer contacts.

The Influence of Dating Relationships on Friendship Networks, Identity Development, and Delinquency

Prior research has documented general associations between dating and delinquency, but little is known about the specific ways in which heterosexual experiences influence levels of delinquency involvement and substance use. In the current study, we hypothesize that an adolescent's level of effort and involvement in heterosexual relationships play a significant role in forming the types of friendship networks and views of self that influence the likelihood of delinquency involvement and substance use. Analyses based on a longitudinal sample of adolescent youth (n = 1,090) show that high levels of dating effort and involvement with multiple partners significantly increases unstructured and delinquent peer contacts, and influences self‐views as troublemaker. These broader peer contexts and related self‐views, in turn, mediate the path between dating relationships, self‐reported delinquency, and substance use. Findings also document moderation effects: among those youths who have developed a troublemaker identity and who associate with delinquent peers, dating heightens the risk for delinquent involvement. In contrast, among those individuals who have largely rejected the troublemaker identity and who do not associate with delinquent friends, dating relationships may confer a neutral or even protective benefit. The analyses further explore the role of gender and the delinquency of the romantic partner.

Maternal and peer contact during the postnatal period participate in the normal development of maternal aggression, maternal behavior, and the behavioral response to novelty

In the rat, social isolation during the early postnatal period disrupts the adult function of certain neuroendocrine and neurobehavioral systems. In the present study, we assessed the effects of peer and maternal contact during this period on the adult expression of aggression, maternal behavior, and the behavioral response to novelty. Female rat pups of the Wistar strain were reared across postnatal days 3–19 in one of the following conditions: (1) by their mother and with littermates (MR, control); (2) artificially reared in complete social isolation (AR); or (3) artificially reared in the presence of two same-age conspecifics (AR-Soc). As adults, all females were administered a resident–intruder aggression test, first in a non-maternal context (“territorial” aggression) and then in the presence of their pups (“maternal” aggression). Additionally, their maternal behavior and response to a novel object placed in a familiar open field arena were quantified. We found that maternal isolation impaired maternal behavior, increased maternal aggression, and increased the olfactory investigation of a novel object. The presence of peers prevented the effect of artificial rearing on aggression, but not its effects on maternal behavior or response to novelty. In the maternal aggression test, AR-Soc females engaged in significantly more sniffing of the intruder compared to the other two groups. The present results confirm and extend those of previous studies in a different strain (Sprague–Dawley), and indicate that peer-derived stimuli impact on the development of neurobehavioral systems underlying aggressive and non-aggressive social interactions, whereas the normal development of maternal behavior and response to novelty requires maternally derived stimuli.

Health Status and Peer Relationships in Early Adolescence: The Role of Peer Contact, Self-esteem, and Social Anxiety

We examined associations between children’s health status and the quality of their peer relationships, as well as factors that may account for individual variation in the quality of chronically ill and healthy children’s peer relationships. Our sample included 268 children (138 boys; 130 girls) with 149 European-Americans and 119 African-Americans. There were 91 children with a chronic illness; 35 with asthma, 26 with diabetes, and 30 with obesity. Chronically ill children were characterized by teachers as displaying less prosocial behavior, less overt aggression, and less relational aggression with peers than healthy children. Chronically ill children reported lower levels of peer contact and higher levels of social anxiety than healthy children. Among chronically ill children those with high self-esteem were more prosocial and less aggressive than those with low self-esteem. Our findings suggest that chronically ill children are at risk for peer relationship difficulties, but that self-esteem may serve as a protective factor against poor peer relationships for some chronically ill children.

Diversity in academic medicine no. 4 Northeast Consortium: innovation in minority faculty development

In fiscal year 2006, the US Government abruptly and drastically reduced its funding for programs to increase the racial and ethnic diversity of academic medicine, including programs to increase the development of minority medical faculty. Anticipating this reduction, 4 such programs-the Albert Einstein College of Medicine, Mount Sinai School of Medicine, University of Medicine and Dentistry in New Jersey-New Jersey Medical School, and University of Pennsylvania School of Medicine-decided to pool their resources, forming the Northeast Consortium of Minority Faculty Development. An innovation in minority faculty development, the Northeast Consortium of Minority Faculty Development has succeeded in exposing faculty trainees to research and teaching that they might not have considered otherwise, expanding the number and diversity of their mentors and role models, providing them potential access to larger and different populations and databases for purposes of research, and expanding their peer contacts. After introducing the Northeast Consortium of Minority Faculty Development, this article describes the origins and goals of each member program.

Psychiatric disorders during adolescence and relationships with peers from age 17 to age 27

To investigate normative patterns of peer relationships from ages 17 to 27, and to examine the impact of adolescent psychiatric disorders on peer relationships. Psychiatric disorders were measured at a mean age 16 years. At mean age 29, 200 participants completed detailed narrative interviews about their transition to adulthood. Monthly contact and conflict with peers were described in narratives covering ages 17-27. Adolescent psychiatric disorders did not predict the frequency of peer contact in the young adult period. However, adolescent disruptive disorders predicted greater peer conflict regardless of contact frequency. Adolescents with major depressive or substance abuse disorders and subsequent high frequency of peer contact reported elevated peer conflict during the transition to adulthood. In contrast, among study participants with frequent peer contact during this period, those with adolescent anxiety disorders reported less peer conflict than did those without such a diagnostic history. Adolescents with major depressive, disruptive, and substance abuse disorders may be at risk for long-term negative peer relationships, whereas those with anxiety disorders may subsequently avoid peer conflict.

Exploration of social support systems for older adults: A preliminary study

Objectives: To explore the lived experience of older adults participating regularly in a social support network group in the community.Method: Hermeneutic phenomenology was employed for this preliminary study as little was known about the lived experience of older adults engaged with peers. Six older adults, four females and two males, volunteered to participate in a focus group interview for the purpose of testing interview techniques and questions and to examine alternative lines of enquiry for subsequent interviews.The group interview was transcribed verbatim and analysed to gain meaning of the phenomena under study.Findings: Being a member of a group, where peer support was experienced, was extremely important and this support assisted in the maintenance of physical and psychological well-being of individual group members.Conclusion: As a result of this study a greater understanding of what is meaningful to older adults in terms of social support, and the importance of network systems and peer contact was made clearer. By appreciating the need for older adults to engage regularly in a support group with their peers, nurses, and other healthcare professionals can promote the health of older adults for whom they provide care. Interview techniques were perceived to be appropriate.

Novel Use of Patient-Derived Vignettes to Foster Self-Efficacy in an Asthma Self-Management Workbook

This article describes the development of an interactive self-management workbook to increase asthma knowledge and self-efficacy. Its format encourages readers to write in their own personal experiences and perspectives. The knowledge component was developed from standard materials and organized into thematic chapters. The self-efficacy component was developed from interviews with patients in the outpatient setting, emergency room, and hospital; it consists of three sections explaining why confidence is necessary to be an effective self-manager and offers techniques to increase confidence. The component's cornerstone is vignettes of patients describing what triggers their asthma and what behaviors they use to successfully manage it. This novel approach to fostering self-efficacy allows patients to see themselves in others' success stories. Although not a substitute for self-management courses, the workbook promotes self-management by offering a practical and readily available option to in-person instruction and peer contact, which are accessible to only a small number of patients.

Perceived social support in relation to work among Danish general dental practitioners in private practices

Social support is an important phenomenon in the psychosocial work environment. The aim of this study was to assess the extent to which Danish general dental practitioners perceived support from colleagues and to relate perceived support to demographic and work related background factors. A questionnaire was sent to a random sample of 300 Danish dentists. The response rate was 80% after one reminder. Factor analyses and multiple regression analyses were carried out. The results showed that clinic size was the overall most important variable explaining perceived support among dentists. Gender differences were found in perceived emotional and practical support, and women perceived more emotional support (e.g. discussing problematic patients with peers) than their male colleagues. A similar gender difference was not found for the perception of practical support, such as helping each other in the event of falling behind schedule. Dentists from small and large practices did not differ in the extent of peer contact outside the clinical environment. This study emphasized the importance of the organizational setting for a professional and personal supportive psychosocial working environment in dentistry.

Does Online Harassment Constitute Bullying? An Exploration of Online Harassment by Known Peers and Online-Only Contacts

Purpose To shed light on the nature of online harassment and the extent to which it may be bullying by examining differences in the characteristics of harassed youth, online harassment incidents, and distressing online harassment based on the identity of online harassers (known peer vs. online-only contact). Methods A telephone survey of a nationally representative sample of 1500 youth Internet users, ages 10 to 17, conducted between March and June 2005. Results Nine percent (n = 129) of youth were harassed online in the past year, 43% (n = 56) by known peers and 57% (n = 73) by people they met online and did not know in person (online-only contacts). Most online harassment incidents did not appear to meet the standard definition of bullying used in school-based research and requiring aggression, repetition, and power imbalance. Only 25% of incidents by known peers and 21% by online-only contacts involved both repeated incidents and either distress to targets or adult intervention. Conclusions In many cases, the concept of “bullying” or “cyber-bullying” may be inappropriate for online interpersonal offenses. We suggest using “online harassment,” with disclaimers that it does not constitute bullying unless it is part of or related to offline bullying. This would include incidents perpetrated by peers that occur entirely online, but arise from school-related events or relationships and have school-related consequences for targets. The Internet provides opportunities for the extension of conventional school bullying to new venues. Those who study conventional school bullying should include online forms of the behavior in research, prevention, and intervention paradigms.

An Empirical Portrait of Community Reentry Among Serious Juvenile Offenders in Two Metropolitan Cities

This study examined the community reentry process among 413 serious adolescent offenders released from juvenile court commitments in two metropolitan areas. Data are provided about postrelease court supervision and community-based services (CBSs) during the first 6 months in the community as well as indicators of antisocial activity, formal system involvement, school attendance, and employment. Findings indicate that a far greater proportion of offenders reported receiving supervision than CBSs, but when utilized, the frequency of CBS use was high, and intensive services reduced the odds of formal system involvement. In addition, court supervision increased the likelihood of positive adjustment during community reentry. These results held after controlling for social context variables, including peer deviance, parental monitoring, and contact with caring adults.

Racial/ethnic differences in adequacy of information and peer support for women with breast cancer

9085 Background: Existing disparities in quality of care for women with breast cancer suggest the need to explore the adequacy of information and care support provided to patients. This study investigated whether racial/ethnic variation existed in receipt and usefulness of cancer-related information and availability of peer support. Methods: 2,030 women diagnosed with non-metastatic breast cancer and reported to the Los Angeles County, Surveillance Epidemiologic and End Results registry between 8/05–5/06, were identified and mailed a survey shortly after initial treatment. Latina and African American (AA) women were oversampled. Outcomes included self-reported receipt and perceived usefulness of treatment-related (recovery from surgery, radiation, chemotherapy) and survivorship-related (sexual functioning, relationships, nutrition, anxiety) information and experiences with other women with breast cancer. We report results on a 50% respondent sample (N=742) that will be updated based on a final sample of 1,400 women (projected response rate, 72%). Results: More women received information and found it useful regarding treatment than survivorship issues. After adjusting for age and education, a higher percentage of Latina women, compared to white and AA women, desired more information on treatment-related issues and survivorship-related issues (p&lt;.01). A higher percentage of Latina women also reported having no contact with other women with breast cancer, either through the health care system or a family/friend (p&lt;.001), and reported a desire for more contact as compared to white or AA women (42%, vs. 15% and 29%, respectively). Overall, women rated the benefit of talking to other women high, particularly in helping with emotional issues and few endorsed potentially negative consequences. Conclusions: Women with breast cancer expressed the need for more useful information and care support, especially about managing survivorship concerns. Particular focus is warranted with Latina women to provide desired information and greater opportunities for peer contact. No significant financial relationships to disclose.

“But Others Do It!”: Do Misperceptions of Schoolmate Alcohol and Marijuana Use Predict Subsequent Drug Use Among Young Adolescents?

We examined the effects of perceived prevalence of drug use among same‐age peers on adolescents’ subsequent drug use. In 7th grade, participants estimated prevalence of alcohol and marijuana use among 7th‐grade students in their school, reported own use of these drugs, receipt of offers to use these drugs, and frequency of contact with peers who use these drugs. In 8th grade, participants reported their frequency of alcohol and marijuana use. Although perceived prevalence of drug use predicted subsequent alcohol and marijuana use when controlling for actual prevalence, these effects disappeared once participants’ prior levels of drug use and proximal peer contacts were considered. Implications of findings for intervention programs aiming solely to increase accuracy of perceived prevalence estimates are discussed.

The Role of Peer Contacts in the Relationship Between Parental Knowledge and Adolescents' Externalizing Behaviors: A Latent Growth Curve Modeling Approach

The purpose of the present study was to examine the direct and indirect effects (through peer contacts) of parental knowledge on adolescents’ delinquent and aggressive problem behavior, using latent growth curve modeling. A sample of 457 13- to 14-year old adolescents at first measurement wave (M=13.27; SD=0.45 years) filled out questionnaires about their parents, peers, and problem behavior three times with 1-year intervals in between. Regarding initial levels of behavior, both direct and indirect effects of parental knowledge were found on aggressive as well as on delinquent behavior. When the rate of change in behaviors was considered, only direct effects were found for both types of problem behavior, whereas indirect effects were absent. Gender differences were also found, with stronger effects of parenting on both aggressive and delinquent problem behavior for boys and stronger effects of peer contacts on aggressive behavior for girls. The present study shows that different behaviors of the externalizing spectrum have different trajectories and diverse relations with parenting and should not be treated as identical.

Peer Contacts of 15‐Month‐olds in Childcare: Links With Child Temperament, Parent–Child Interaction and Quality of Childcare

AbstractSeventy 15‐month‐old children were observed during 90 minutes of free play with their peers in childcare centers. The study aimed to describe individual differences in the children's contacts with peers and to explain the individual differences in relation to: (1) child temperament, (2) the quality of parental behavior toward the child and (3) the quality of the professional childcare environment. Three distinct peer contact factors emerged from our analyses; one reflects children's involvement in peer contacts initiated by peers and two reflect the positive and negative contacts initiated by the target children themselves. Children in groups with more children per caregiver were found to be involved in more contacts initiated by peers. Children with a relatively difficult temperament were less involved in contacts initiated by peers although only in cases of lower quality childcare, as assessed using the infant/toddler environment rating scale. Boys initiated significantly more negative contacts with peers than girls. In addition, more peer‐directed negative initiatives were observed in lower quality childcare.