Peer Consultation Research Articles

Sex Education by Theatre (SExT): the impact of a culturally empowering, theatre-based, peer education intervention on the sexual health self-efficacy of newcomer youth in Canada

ABSTRACT Despite rising rates of sexually transmitted infections (STIs) and inequitable access to education and services, few studies have addressed the unique sex education needs of newcomer youth in Canada and other increasingly demographically diverse Western countries. This study involved the design, implementation and evaluation of a novel and innovative participatory action research project, SExT: Sex Education by Theatre. SExT is a theatre-based, culturally empowering, peer education intervention piloted in a multicultural area of Toronto. Young people were trained as peer educators through participation in theatre-based workshops culminating in the performance of a new play for peers. Mixed methods evaluation involved surveys, focus groups, peer interviews and arts-based data collection. Paired-samples t-tests were conducted to investigate changes in sexual health self-efficacy (protection, STI/HIV testing, sexual limit-setting) over three time-points (pre, post, 4-month follow-up). Thematic analysis was used to gain a deeper understanding of outcomes. Quantitative analysis demonstrated significant improvements in outcome measures from pre– to post-intervention that were maintained at follow-up. Qualitative data indicated increased sexual health self-efficacy attributed to SExT. Pilot study findings suggest that SExT may serve as a model for sexual health interventions in areas populated by newcomer and other priority youth groups.

Teamwork skills pada peer consultant writing center dan mahasiswa pengguna jasanya

Introduction. Writing centers (WC) as a writing consultation would help students complete their scientific writing and improve their non-technical skills. This study aimed to determine the effect of WC on students' teamwork abilities. 
 Data Collection Methods. This research is a cross-sectional descriptive and explorative study. The quantitative method measured students' teamwork utilizing the Teamwork Skills Questionnaire at three points of collection. The qualitative method collected data from in-depth interviews. Both types of data came from peer-consultants (PC) and users of WC services. 
 Data Analysis. Quantitative data analysis used the repeated measure of one-way ANOVA, and qualitative data analysis used the content analysis.
 Results and Discussion. We found that the p-value is 0.857 for the PC and 0.044 for the user from the data analysis. Results showed a significant increase in the user's teamwork ability. Although the quantitative results of the PC were not significant, from the qualitative analysis, PCs explained that the WC could train teamwork indirectly through communication skills, adaptation, leadership, and collaboration.
 Conclusion. The teamwork skills that students have before and after the WC program was categorized as high. WC had a subtle influence on the teamwork ability of the PC and its users. We suggest that the university elaborate the WC as one of the students' services.

INTERVENTION OF ASSISTIVE TECHNOLOGY ON PERFORMANCE OF VISUALLY IMPAIRED STUDENTS IN KISWAHILI LANGUAGE IN PUBLIC PRIMARY TEACHERS’ COLLEGES IN KENYA

Education is a universal right to all including those with disabilities. Students with visual impairments can struggle with a wide variety of challenges in a mainstreamed classroom setting. Assistive Technology intervention by use of assistive devices in teaching, use of assistive teaching methods, taking care of visually impaired severity and boosting positively the student-teacher related factors improve their performance. The purpose of this study was to examine the intervention of Assistive Technology on performance of Visually Impaired students in Kiswahili in Public Primary Teachers’ Colleges in Kenya. The paper adopts a quasi-experimental design by use of a pre-test and post-test. It has been appropriate to analyze the treatment effect of using AT in teaching VI students in one group while applying the natural teaching methods on the control group. The target population was three teachers’ colleges in Kenya (Asumbi, Machakos and Mosoriot). A standardized examination was given to the two groups. Another examination was given to the two groups after giving one group a treatment of use of discussion groups, peer consultation and use of teacher assistive teams. The AT devices were critical in teaching VI students in order to improve their performance in languages and therefore their adequacy in college determined the rate of students’ performance. The researcher found out that the attitude of the teachers in teaching VI students was positive but the challenges in ensuring quality teaching of Languages included the students having a negative attitude towards languages, teachers have a negative attitude towards their career and lack of adequate teaching and learning materials. The researcher found out that the most significant methods that the teachers used to teach Languages to students with VI were: lectures, assignments and group discussions. The findings inferred that the partially blind students were better suited for the natural teaching methods than the totally blind students as they performed higher when taught using natural teaching methods. The paper recommends that the management of tertiary institutions should invest on interventions like the assistive technology in enhancing their academic performance. The researchers further recommends that other strategies for teaching VI students like use of peer consultations between the VI students with sighted students, use of quieter rooms, teacher assistance teams; extended exam time for VI students and shorter assignments to the VI students should also be employed to enhance Language to students with visual impairment. The significance of the study is that AT device intervention such as use of digital recorder in teaching can improve students’ academic performance.

Male Counselors’ Experiences of Their Child-Clients’ Trauma

Men are underrepresented in the counseling profession, are socialized to be independent, and discouraged from seeking help. Exposure to others’ trauma can cause secondary trauma, with cumulative deleterious effects. The purpose of this qualitative phenomenological study was to explore the lived experiences of male counselors who work with children who have experienced trauma. Six male counselor participants were identified, semi-structured interviews were conducted; then a hermeneutic interpretation through the lens of constructivist self-development theory elucidated participants’ experiences. The 13 themes generated from this data included: (a) counselors’ use of an eclectic theoretical approach, (b) majority of the clients had experienced trauma, (c) experiences of vicarious trauma, (d) increased empathy and growth; (e) negative impact of vicarious trauma, (f) help-seeking behavior, (g) denial of help-seeking behavior, (h) additional training, (i) coping skills, (j) supportive supervisors, (k) peer consultation, (l) supervisor role, (m) world is unsafe/people are bad, and (o) increasing knowledge.

Narratives from the North: Early Childhood Teachers’ Narrative Identities in Place

ABSTRACT This study focuses on early childhood teachers’ narrative identities in the North, based on the concept of narrative identities in place. The aim of the study is to deepen understanding of early childhood teachers’ work in the culturally diverse North by approaching the teachers’ narrative identities as closely connected with place. The research question guiding this study is: How do early childhood teachers from the culturally diverse North narrate their identities? The research material consisted of 12 peer interviews (24 teachers). The findings show that early childhood teachers’ narrative identities in place are shaped in between three crucial dimensions: meaningful places, temporality, and (un)belonging to multiple communities. The study contributes to international research on teachers’ narrative identities, place-based education, and early childhood education both theoretically and methodologically. The findings of the study challenge teachers, teacher educators, and policymakers to recognise the significance of place for teachers’ identities.

Preparing Mediators to Mediate Cases Reporting High IPV in a Randomized Controlled Trial: The Importance of a Mediation Manual, Training, and Consultation

This article addresses the training of mediators participating in a randomized controlled trial (“RCT”) that examined the outcomes of family law cases with children in which parents reported high or concerning levels of intimate partner violence (“cases reporting high IPV”). In the RCT, we studied two specialized forms of mediation designed to protect the safety of IPV survivors (shuttle or videoconferencing) compared to each other and to traditional litigation. In implementing the RCT, the researchers utilized a three‐part program to train the participating mediators with: (1) a manual; (2) in‐person training; and (3) ongoing peer consultation. Though this three‐part training regimen is utilized in RCT research scientifically testing interventions, to our knowledge this was the first such training program in the mediation context. Results supported a finding that the combined use of a manual, training, and peer consultation is helpful for mediators who lack prior training in mediating cases reporting high IPV by providing protocols to conduct mediation in these cases and helping ensure participant safety and satisfaction. The researchers were fortunate to collaborate with a mediation program that understood and appreciated the need for, and the importance of, this three‐part training program to test the two models of mediation. The researchers hope other mediation programs will consider the use of these tools to better train mediators, thus benefitting the parties involved in mediation, particularly those in cases reporting high IPV.

Phone consultation and burnout among providers of dialectical behaviour therapy.

Adherent dialectical behaviour therapy (DBT) includes between-session phone consultation to help clients generalize skills, solve problems during crises, and repair relationships. Despite benefits of phone consultation, it is frequently not implemented in outpatient settings. The perceived burden phone consultation places on providers is one of the most frequently cited reasons for its omission. The current study examined phone consultation in relation to providers' burnout using a cross-sectional design. We hypothesized that (1) DBT experience and support from peer consultation team members, including perceived team efficacy and shared coaching responsibilities, would be associated with lower rates of burnout and (2) higher numbers of crisis contacts and "other" contacts, but not noncrisis skills generalization contacts, would be associated with increased burnout. Participants were 65 DBT therapists who completed an anonymous survey online. Results suggest that both having more effective consultation teams and sharing phone consultation among team members were associated with decreased burnout. Additionally, more crisis contacts were found to be associated with higher burnout, whereas higher number of skills generalization calls was not. This study represents an important first step towards evaluating the impact of phone consultation on providers and highlights the importance of effective peer consultation in reducing therapist burnout.

"They look at you like you're contaminated": how HIV-related stigma shapes access to care for incarcerated women living with HIV in a Canadian setting.

Given the gender disparities in HIV outcomes for women living with HIV (WLWH) who experience incarceration, and the impact of HIV-related stigma on HIV care, this qualitative study investigated how HIV-related stigma within prison settings shapes HIV care for WLWH. Drawing from SHAWNA (Sexual Health and HIV/AIDS: Women's Longitudinal Needs Assessment), a community-based research project with cisgender and transgender WLWH in Metro Vancouver, peer and community interviewers conducted 19 qualitative interviews (May 2017-February 2018) with recently incarcerated WLWH focused on factors that shape incarceration trajectories. Drawing on socio-ecological frameworks and using participatory analysis, this analysis sought to characterize how HIV-related stigma shapes experiences and access to care for incarcerated WLWH. Participants' responses focused predominately on experiences in provincial correctional facilities and the ways through which HIV-related stigma within correctional settings was linked to access to HIV care. Experiences of HIV-related stigma within prisons led to isolation and discrimination for WLWH which was reinforced through institutional processes, compromised privacy, and uncertainty about confidentiality. Experiences of HIV-related stigma informed decisions for some participants to withhold HIV status from healthcare staff, compromising access to HIV treatment during incarceration. Amid ongoing efforts to improve healthcare delivery within Canadian correctional facilities, these findings have important implications for the provision of HIV care for incarcerated WLWH. Culturally safe, trauma-informed programming focused on reducing HIV-related stigma, improved communication regarding medical privacy, and interventions to change processes that compromise privacy is critical to improve healthcare access in correctional facilities.

Exploring students’ demotivation and remotivation in learning English

This study combined collaborative tasks with qualitative research procedures in order to explore what factors students had experienced as demotivating in their English learning and their suggestions for remedying them. It was conducted with an intact class of 40 advanced learners of English (mostly future teachers) following a Masters course. In the first stage of the study, the motivational change graph of Song and Kim (2017) was used to stimulate learners to chart the development of their motivation over successive stages of their learning career and to reflect on reasons for significant fluctuations (downwards or upwards). The results served as the subject of peer interviews and brief class reports on individual participants' experiences. In the second stage, prepared with these reflections, participants were asked to focus on their past classroom experience, as well as that of other students they had known. Using the collaborative learning technique of forward snowball, participants were first asked to brainstorm and list all factors they could think of which might lead to demotivation in English learning. This was followed by a reverse snowball stage which required deeper reflection and critical thinking. In groups of 4 or 5, participants were asked to analyze and decide (a) what they regarded as the five most important demotivational factors in language learning and (b) what pedagogical strategies might be effective in remedying them. Results were combined into a class profile. This stage also served to bridge the transition in the course from a series of classes that had focused mainly on learning to one which would focus mainly on pedagogy. The experience (with others) was also intended to contribute to the students' ‘experiential knowledge’ of task-based learning in preparation for their future work as teachers.

Family influences on health and nutrition practices of pregnant adolescents in Bangladesh

Adolescent pregnancy can result in serious risks to the mother and her baby; yet, adolescents are among the least likely to access healthcare. Specific nutrition or antenatal care (ANC) guidelines for supporting pregnant adolescents are not available. To understand experiences and decision‐making of pregnant adolescents in Bangladesh related to ANC and nutrition practices, peer interviewers were trained to conduct qualitative interviews in Dhaka and Rangpur with pregnant adolescents (n = 48), adolescent mothers (n = 48), adolescents' family members (n = 64) and health service providers (n = 32). Key themes explored included perception and support of adolescent pregnancy, experiences in seeking ANC, dietary practices, sources of information and roles of male and female family members. Spheres of influence on adolescent pregnancy were identified through analytical framework informed by the socio‐ecological model. Respondents felt that adolescent pregnancy is risky and that adolescents require support and guidance through this experience. Families were highly influential on the care seeking, health and nutrition of pregnant adolescents, and mothers/mothers‐in‐law primarily took on the decision‐making roles, with husbands actively participating. Adolescents valued family support but felt a loss of autonomy and agency upon becoming pregnant. Financial constraints were the greatest perceived barrier to appropriate nutrition and healthcare; yet, both were valued. There is sometimes discord of health and nutrition beliefs between families and health service providers; more research is needed to understand this further. It is essential to engage family members and adolescents in initiatives to increase access to quality ANC for pregnant adolescents, improve dietary practices and support the ability to delay pregnancy.

Associations between problem framing and teacher agency in school-based workgroup discussions of problems of practice

We explore how problem framing shapes teacher dialogue in teacher-led, school-based peer consultations. Twenty audio-recorded workgroup conversations were analyzed using a mixed-methods approach. Three different frames for presenting problems of practice were identified: teaching-, student- and classroom composition-oriented. Quantitative analyses showed associations between problem frames and the ensuing positioning of teachers as main agentive actors. In-depth qualitative analysis of two focal cases of low-teacher-agency problem frames (student- and classroom composition-oriented) revealed that psychologized discourses and attribution of responsibility to parents contributed to reduction of teacher responsibility and concomitant limited agency, and that initial problem frames were resistant to reframing.

To Disclose or Not to Disclose? The Influence of Consistently Disclosing and Disclosure Recipient on Perceptions of Children’s Credibility

With age, children become increasingly likely to make initial disclosures of transgressions, such as maltreatment, to peers. The present study examined adults' credibility evaluations of children's disclosures to peers across two studies. Study 1 examined credibility evaluations when children disclosed (or concealed) to a peer compared to an adult. Study 2 examined credibility ratings when children disclosed consistently or inconsistently across peer and adult interviews. Children were interviewed by a same-age peer and an adult regarding an event where an adult confederate spilled water on a laptop and broke it. In Study 1, participants heard a child interviewed by either a same-age peer or adult. In Study 2, participants heard a child interviewed by both the same-age peer and adult. In both studies, participants evaluated the child's credibility. Children who disclosed the transgression were rated as significantly less credible than those who concealed the transgression; however, credibility ratings did not differ by whether the child was interviewed by a peer or adult (Study 1). Furthermore, children who concealed the transgression across both interviews were rated as significantly more credible than children who disclosed in both interviews or disclosed to the peer, but not the adult, interviewer (Study 2). The current study provides the first evidence that peer disclosures may hinder children's credibility and that adults may be hesitant to believe children's disclosures of an adult's transgression.

Does peer consultation between forensic physicians reduce inter-doctor variation when issuing medical death certifications?

IntroductionBecause earlier research showed that inaccuracies were observed in the interpretation and handling of deaths by forensic physicians, peer consultation among forensic physicians was introduced before advice was given to treating physicians calling for advice. In addition, peer consultation was introduced as a means to improve the correctness of conclusions concerning the manner of death when performing external post-mortem examinations. MethodIn the period of November 2017 until April 2018 all reports of external postmortem examinations (n = 498) and all telephonic consultations between treating physicians with forensic physicians, concerning postmortem examinations (n = 167), were analyzed retrospectively. ResultsPeer consultation among forensic physicians took place in 70% of the 167 telephonic consultations initiated by treating physicians. In 92% of all cases of telephonic consultation, the accurateness of advice to treating physicians was deemed accurate. In 67% (n = 498) of all external postmortem examinations in the study period, peer consultation between forensic physicians took place. The conclusion regarding the manner of death after external postmortem examination was accurate in 99% of all cases (n = 491 out of 498). ConclusionThe advices given by forensic physicians to treating physicians have improved after the introduction of peer consultation among forensic physicians. Peer consultation therefore should be recommended as a means for quality assurance.

DEVELOPMENT, IMPLEMENTATION AND EVALUATION OF PEER EDUCATION PROGRAM TOWARDS STUDENTS WITH SPECIAL REQUIREMENTS

Hereby with this study is designed with the intent of development, implementation and evaluation of peer education program towards individuals with special requirements. Program has importance in terms of being a model to studies of program development and evaluation studies on education of peer consultants. Fifteen students who were received education in a state-funded primary school have been chosen for this study. These students mentioned have participated peer education program prepared by the researchers. At the end of the program, the researchers have held a marbling training with participant students and their friends on the purpose of gathering more detailed information on the efficiency of the program. Qualitative data has been analysed through descriptive analysis. Quantitative data gathered during the study made possible to reveal percentages and frequencies. It has been concluded that the program is quite beneficial with regards to let the students have a baseline level of knowledge of peer education. The observations had been made during marbling art training reveal that students have reached the achievements of the program. It is suggested that providing in-service/pre-service training about peer education to teachers so as to benefit from the peer potential in inclusive education and preparing more longer-term and more comprehensive programs for the education of peer consultants. Article visualizations:

A peer interview qualitative study exploring support for carers of people with comorbid autism and eating disorders

BackgroundCarers of people with eating disorders (EDs) are known to experience a lack of support, high levels of unmet needs and resulting distress. Specific support and interventions for carers may benefit both the carer, and their loved one with an ED. Individuals with co-occurring autism and EDs may present with additional needs and difficulties relating to their Autism Spectrum Condition (ASC) that impact their carers. However, there is a lack of research exploring whether carers of people with ASC and EDs have specific support needs, and what kinds of support may be most beneficial for this population.MethodsThis study used a qualitative interview design, utilising peer interviews. Eleven carers participated in interviews about their experiences as a carer, and their views on existing support systems and potential improvements. As the study took place during the initial UK coronavirus lockdown, the impact of the lockdown also emerged as a topic during the interviews. Interviews were transcribed and analysed using thematic analysis.ResultsFive themes were identified: challenges associated with co-occurring Autism and EDs, a lack of existing support for carers from healthcare services, the personal impact of caring for someone with both ASC and EDs, ideas for how carers can be best supported, and the impact of the coronavirus on carers.ConclusionsCarers of loved ones with both ASC and EDs described the experience as having a significant personal impact on their lives, but also experienced a lack of support from healthcare services. There was a perception that caring for someone with both an ASC and EDs presents additional challenges compared to caring for someone with an ED only, and that this population therefore requires specialised support. Recommendations for possible support options, and for further research, are outlined.

Engaging peer consultants in mental health services: Narrative research.

The text deals with the specifics of the new job position of peer consultant in mental health services. The aim is to describe, through a literature search, the involvement of people with mental illness in the position of peer consultant in social services and to identify possible ethical aspects associated with this position. The problem is viewed from the perspective of the service provider. The involvement of people with experience of mental illness (so-called peer consultants) in mental health services is still a little-known issue. These individuals use their experience of the disease to work with service users and can also act as intermediaries between users and professionals. The way a peer consultant works and his involvement in a team of experts can cause various ethical contradictions. To clarify the issue, a literature search was used, which was conducted for the period 2012 to 2020. Selected studies were analysed on the basis of focus and presented a connection with the practice, the results were compared. Findings were synthesized according to ethical attributes into categories and conclusions were drawn by subsequent logical deduction. The results indicate a positive benefit of introducing the position to social services focused on mental health care. The positive impact is manifested in working with service user, in the functioning of the organization and also in the impact on the community. Successful implementation of the peer consultant position requires managers to prepare well and become familiar with the possible ethical aspects associated with the position.

Capturing the Added Value of Participatory Evaluation

Narrative case studies have shown that, when people are involved in an evaluation of a program they are part of, it can change how they experience the program. This study used a quasi-experiment to test this proposition empirically in the context a participatory action research curriculum called Youth as Researchers. Half of all Youth as Researcher groups engaged in a participatory evaluation (PE) of their program experience through writing reflective essays, creating their own evaluation questions, and conducting peer interviews. The other half served as control groups and did not engage in the PE activities. Pre-/posttest surveys and focus group data were used to assess differences among the experimental and control groups. Study results show that participants in the experiment had important differences in their experiences in the program as a result of participation in the evaluation. Implications for future practice and research are also explored.

A study to understand the inclusion of learners with and without visual impairment in a secondary school in Lesotho

The study reported on here was conducted to investigate the perceptions of 8 learners in a secondary school in the Maseru district of Lesotho about inclusive education as it relates to learners with visual impairment. This school had integrated children with visual impairment. The study was conducted using a qualitative research approach, and a case study format was adopted. Eight participants (aged 16–23; 5 girls and 3 boys) participated in the study. Two focus groups were formed: one comprised 4 learners without visual impairment, and another 4 learners with visual impairment. Focus-group discussions were followed up with individual interviews. The results reveal that learners (with and without visual impairment) had mixed opinions about the integration of learners with visual impairment in their mainstream school. On the one hand they pointed out that inadequate resources and the unwelcoming infrastructure of their school discouraged this integration. Those with visual impairment also pointed to their exclusion from sports activities by their peers, as well as the occasional use of exclusionary language by some of their teachers, as indicating that special schools were better places for them. On the other hand, the learners stated some of the benefits of including learners with visual impairment in their school. These included enabling peer tutoring, peer consultations, and a slower pace of teaching. Learners with visual impairment also stated that inclusion had improved their social life, by enabling them to learn better ways of living with people without visual impairment. Based on these benefits, learners welcomed the inclusion of those with visual impairment in mainstream schools.

Influence of Self-Efficacy on Risky Sexual Behaviors among Undergraduate Students

This study’s purpose was to determine the influence of self-efficacy on risky sexual behaviours among undergraduate students of main campuses in Nakuru County. Social Learning Theory by Albert Bandura and Person-Centred Theory by Carl Rogers guided the study. The study was carried out among 3rd, 4th, 5th and 6th year undergraduate students from main campuses in Nakuru County. The study adopted a correlational research design. The target population was 18570 undergraduate students. The accessible population was 8456 3rd, 4th, 5th and 6th year undergraduate students whose sample was 367. Simple random sampling technique was used to select the respondents. The study included a sample of 10 peer counsellors and 2 student counsellors from the Egerton University and Kabarak University main campuses who were selected through purposive sampling. Data were obtained using questionnaire for undergraduate students, focus group discussions guide for peer counsellors and interview schedule for student counsellors. Validation of research instruments was done through peer and expert review and also through pilot testing which was done in Mount Kenya University (MKU) - Nakuru Campus. Both descriptive and inferential statistics were used to analyse quantitative data using SPSS Version 25 whereas the qualitative data was analysed thematically. The analysed data was presented in tables, graphs, and narratives. The researcher considered ethics of confidentiality and informed consent. The findings indicated that majority of the respondents were of the view that self-efficacy influence risky sexual behaviours among undergraduate students.

International Students’ Experience of Medical Training in an English-Speaking European Country

European medical schools are recruiting increasing numbers of international students. This study explores the impact of cultural backgrounds and language on the transition of international medical students to the clinical years of their training when they are predominantly based in hospitals and interacting with health professional staff and patients. A mixed-methods study was undertaken, incorporating 31 peer interviews and a focus group discussion and the development and conducting of an online survey ( n = 144; 50% response rate). We compared levels of social adjustment and integration between the students on a regional basis. Overall students adjusted well, but there were statistically significant regional differences in social adjustment and integration. The impact of communication difficulties from a language and cultural practice perspective was a dominant challenge highlighted, as was the differences in hospital culture and interprofessional communication norms. International medical students experience many challenges and benefits from studying in a multicultural environment. More nuanced demographic data need to be collected on admission to assist in potentially identifying those who may experience difficulties with academic and daily life transitions. In addition, all students in a multicultural environment would benefit from a program of acculturation for personal and career development.