Peer Role Models Research Articles

Adverse childhood experiences and co-occurring psychological distress and substance abuse among juvenile offenders: the role of protective factors

ObjectiveThe purpose of this study was to estimate associations between cumulative exposure to adverse childhood experiences (ACEs), protective factors, and co-occurrence among male and female juvenile offenders. Study designCross-sectional study. MethodsValidated measures of ACEs, internal resilience, external youth assets, psychological distress, and substance abuse were collected from 429 youths involved in the juvenile justice system in Nevada. A three-level outcome variable was created using the psychological distress and substance use measures: no problems, one problem, or co-occurring problems. Hierarchical multinomial logistic regression models were used to determine the independent, direct, and moderating impact of the protective factors on ACEs and the outcome. ResultsInternal resilience, family communication, school connectedness, peer role models, and non-parental adult role models were associated with lower odds of co-occurrence compared to having no problems (adjusted odds ratios [AORs] ranged from 0.11 to 0.33). When ACEs were added to the model, internal resilience and all assets except for one (non-parental adult role models) continued to offer protection against co-occurrence. Internal resilience was the only protective factor that significantly moderated the association between ACEs and co-occurrence (AOR, 0.24; 95% CI, 0.06, 0.99). ConclusionMost protective factors decreased co-occurring mental health and substance abuse problems in the presence of ACE exposure and internal resilience moderated the relationship between ACEs and co-occurrence. Juvenile justice systems should use positive youth development approaches to help prevent co-occurrence among youths.

An exploratory motivational intervention on the construction of Chinese undergraduates’ ideal LOTE and multilingual selves: The role of near peer role modeling

While interest in the learning of a language other than English (LOTE) has increased, research on how to foster learners’ motivation towards learning a LOTE is still scarce. With a specific focus on learners’ ideal LOTE and multilingual selves, this article reports on an intervention study which employed near peer role model (NPRM) to construct Chinese undergraduates’ LOTE learning motivation. The research aim was to explore the role of the near peer role modeling in nurturing the development of the LOTE-related facets of learners’ ideal selves. Open questionnaires, interviews and written journals were used to collect data at one Chinese university over the course of one academic term. Findings provide context-dependent evidence that the presentation of NPRMs in class may strengthen both of learners’ ideal LOTE and their multilingual selves, mainly because it demonstrates approachable examples which manifest the value of learning a LOTE in a particular social context. With the help of the NPRMs, learners may not only alleviate their ambiguity about the availability of LOTE-using opportunities in their situated contexts but also deepen their understanding of how ‘being multilingual’ could benefit their future development. Pedagogical implications emphasize the effectiveness of near peer role modeling in developing learners’ self-identification with being a LOTE user or a multilingual in the future.

Testing an Interactionist Theory of Treatment Engagement in a Pennsylvania Prison-Based Therapeutic Community

The prison-based Therapeutic Community (TC) is a promising substance use treatment program that emphasizes peer influence. Although program evaluations demonstrate positive results, the cognitive, behavioral, and social processes that define the prison-based TC are largely unknown. The TC model presumes that residents increase their treatment engagement and willingness to change through peer interactions and role modeling, but this process has received virtually no research attention. This study explores these peer-driven mechanisms by examining self, reflected, and peer appraisals of willingness to change of 177 male TC residents, predicting within-person changes in treatment engagement by changes in appraisal measures. Results suggest that self, peer, and reflected appraisals converge over time in treatment. In addition, fixed effects models demonstrate that changes in reflected appraisals are most predictive of changes in treatment engagement. Such results, consistent with symbolic interactionist perspectives, inform prison-based programming and contribute to research on individual-level trajectories of desistance and recovery.

Prospective Associations Among Youth Assets and Alcohol, Tobacco, and Other Drug Use in a Hispanic Youth Population

This study’s purpose was to determine whether specific youth assets (conceptualized as influencing health behavior at the individual, family, or community level) were prospectively associated with reduced alcohol, tobacco, and other drug use (ATD) in a sample of Hispanic youth. A longitudinal community-based study was conducted with five waves of data collected annually over 4 years. Participants were Hispanic youth (14.1 years old; 53% female) and their parents ( N = 306 youth/parent pairs). Generalized linear mixed models were used to determine the prospective influence of 17 youth assets on ATD over five waves of data. Results indicated that Hispanic youth with three of seven individual-level assets (e.g., educational aspirations), any of four family-level assets (e.g., family communication), or with one of six community-level assets (e.g., positive peer role models) were significantly less likely to engage in ATD. The results suggest that assets protect Hispanic youth from ATD and that family-level assets may be particularly important.

Peer-led team learning for introductory biology: relationships between peer-leader relatability, perceived role model status, and the potential influences of these variables on student learning gains

Student-instructor interactions have an influence on student achievement and perceptions of learning. In college and university settings, large introductory STEM courses are increasingly including Peer-Led Team Learning (PLTL), an evidence-based technique associated with improved student achievement, recruitment, and retention in STEM fields, especially for underserved populations. Within this technique, peer leaders hold a unique position in a student’s education. Peer leaders have relevant experience in that they have had recent success in the courses in which they facilitate student learning, yet, compared to student-faculty or student-teaching assistant relationships, there is minimal imbalance of authority or power. Students might find their peer leaders to be more relatable than faculty or graduate teaching assistants, and may even consider them to be role models. We explored students’ perceptions of peer leader relatability and role model status in relation to students’ achievement and their perceived learning gains in the context of an introductory biology course with an associated PLTL program. The final course grades and self-assessed learning gains of PLTL students who felt they related to their peer leader were compared to those who did not. We also compared final course grades and self-assessed learning gains between PLTL students who viewed their peer leader as a role model versus those who did not. Self-reported learning gains were significantly higher for students who relate to their peer leader, as well as for students who viewed their peer leaders as a role model. There is some support that this trend is stronger for STEM majors versus those who are not enrolled in a STEM program, though the interaction is not significant. Significant differences in overall course grade were only observed between students who reported that they related to their peer leader versus those who did not relate to their peer leader.

The Good, the Bad, and Recovery: Adolescents Describe the Advantages and Disadvantages of Alternative Peer Groups.

In 2017, approximately 1.5 million American adolescents had a substance use disorder (SUD). Adolescents with SUD risk hindering their neurological development, which can result in problems with memory and self-regulation, and in turn disrupt their education, relationships, and life opportunities. Treating adolescents with SUD is challenging. Thus, effective models that help adolescents engage in long-term recovery are needed. The Alternative Peer Group (APG) is an adolescent recovery support model that incorporates pro-recovery peers and sober social activities into standard continuing care practices. In this qualitative study thematic content analysis methods were used to explore transcripts from in-depth interviews with adolescent APG participants collected in a prior study. The aim of this secondary analysis was to get a clear understanding of adolescents’ perceptions of the advantages and disadvantages of APGs for supporting SUD recovery. Findings suggest that pro-recovery peer and adult role models, structured activities and a positive social climate that promotes fun, a sense of belonging, and accountability are continuing care elements that are likely to help adolescents resolve their ambivalence about SUD recovery and increase their motivation to engage in the hard work of recovery. These findings can inform the design of effective recovery support model services that promote long-term recovery for adolescents with SUD.

Fear of the known? The effect of peer relevance and gender on women’s math performance under threat

The goal of the current research was to investigate the impact of peer comparisons on female participants’ math performance when the peers varied on comparison relevance and gender. Specifically, the two studies presented here explored the question of whether male peers, who are seen as less relevant, can serve as peer role models (PRM) for female participants taking a math exam under stereotype threat conditions. Comparison relevance was manipulated by exposing participants to math-talented male and female peers who were from participants’ school or from another school. The key finding from Study1 demonstrated that exposure to relevant male peers lead to lower math performance compared to less relevant male peers. Study 2 replicated this key finding using a different manipulation of relevance. Together the findings indicate that when male peers are viewed as less relevant (and thus less threatening) they can serve as PRMs for female participants in “stereotyped” math situations.

Parents, Peers, and Trajectories of Cigarette Smoking: A Group-Based Approach.

This study examines the independent, relative, and additive associations between both parent and peer role models and longitudinal patterns of smoking across adolescence and early adulthood. An analysis of data from the National Longitudinal Study of Adolescent to Adult Health (N=10,166) reveals at least four distinct trajectories of smoking across ages 13-35: (1) non-smokers; (2) late peak (almost 10 cigarettes per day around age 30); (3) an early peak group that reached roughly 10 cigarettes per day around age 20 and declined; and (4) a high group that increased during adolescence and early adulthood and then remained high. Parent and peer smoking behaviors were associated with trajectory group membership net of controls for sociodemographic characteristics, parental SES, parent-child relations, and the availability of cigarettes in the family home. Parents and peers appear to have at least some independent associations net of each other, but their combined effects are powerful.

The Association Between Admiration of Antisocial Peers and Past 30-Day Opioid Misuse Among Justice-Involved Children

Aim: Prevention of illicit or nonmedical opioid use, called opioid misuse (OM) is a key public health concern that requires research on the factors that influence OM initiation among high-risk populations. Justice-involved children (JIC) have more risk factors and fewer resources. Antisocial peers have been linked to adolescent substance abuse and delinquency. However, the association between the admiration of antisocial peers and OM among JIC has not yet been studied. This study hypothesizes that admiration of antisocial peers will be associated with a higher likelihood of OM among Florida JIC.Methods: Cross-sectional data on 79,960 JIC from the Florida Department of Juvenile Justice (FLDJJ) were examined. To test the hypothesis, bivariate and multivariate logistic regression analyses were employed. The multivariate models controlled for gender, race, age in 2007, family income, history of mental health, history of depression, and optimism.Results: Nearly 2.7% of the sample met the criteria for past 30-day OM, and over 75% of those current users admired or somewhat admired their antisocial peers. Compared to JIC who did not admire their antisocial peers, those who had some admiration of antisocial peers were 2.39 times more likely to misuse opioids in the past 30-days and those who admired their antisocial peers were 4.40 times more likely to meet the criteria for past 30-day OM.Conclusions: Cultivating positive peer interactions and providing positive peer role models may help to reduce illicit opioid use among JIC.

Utilizing courageous dialogue to support minority and disadvantaged background nursing students.

Nursing students from historically underrepresented ethnic minorities and disadvantaged background (HUREM-DB) groups often face barriers such as a lack of consistent financial resources, fewer professional role models, bias, and micro-inequities. Utilizing a multifaceted approach for support can be crucial to enhancing student success. MENTORS2 mitigates some of the challenges for HUREM-DB nursing students with educational, cultural, social, and financial resources. Courageous dialogue (CD) was one required activity of MENTORS2 and included topics such as stress management, time management, and honors project preparation. Courageous dialogue sessions were conducted with 56 HUREM-DB undergraduate nursing students enrolled in a baccalaureate program. The number of evaluations submitted for a session averaged 17 (range 7-36). Courageous dialogue sessions allowed students to express views in a safe environment with opportunities for peer support, role modeling, open discussion, and problem solving. Student evaluations reflected an appreciation of the opportunity to share experiences and learn new skills, knowledge, and approaches to aid their success in nursing school and perhaps their entry into the profession of nursing. Courageous dialogue can be an important part of a comprehensive strategy to support HUREM-DB nursing students academically, socially, and professionally.

Implementing a Peer Role Model Program in College Calculus Classes to Broaden Women’s Participation in STEM

In this paper we provide a detailed account of how to implement a peer role model (PRM) program similar to the one that we developed at San Diego State University (SDSU) to broaden participation of college women in science, technology, engineering, and math (STEM). In particular, we summarize our findings of the PRM program’s best practices, explaining how we recruit, select, and train PRMs, and giving a protocol for successful presentation and implementation of the program. We begin with some background information so that readers understand the rationale for developing the PRM program. We then offer a step-by-step guide to building a PRM program, so that educators and practitioners have a clear guide to follow when implementing their own PRM program. Our PRM program was facilitated by a grant from the National Science Foundation (NSF DRL 1535117) and the strong support from the mathematics department at SDSU. We recognize that not everyone interested in implementing their own PRM program has access to the same resources and that institutions may differ in the structure of their calculus sequence; hence, in the discussion section we provide some suggestions for how the PRM program’s methodology might be adapted and scaled to other institutions.

Popularity Among Peer Role Models: A Moderator of Peer Victimization and Depressive Symptoms

This short-term, longitudinal study examines evidence that the level of popularity among adolescents’ peer role models exacerbates the emotional impact of mistreatment by peers. We recruited 469 adolescents (255 boys, 214 girls; [Formula: see text] age = 12.7 years) from an ethnically diverse middle school and followed these youth for a 1-year period. We collected identical measurement batteries in two consecutive waves. Participants completed a self-report assessment of depressive symptoms, as well as a peer-nomination inventory identifying victimized and popular classmates. The inventory also included items asking adolescents to identify peers they want to be like, respect, and admire. High popularity levels among peer role models were associated with intensified associations between peer victimization and depressive symptoms. However, these findings held only for boys. Taken together, these results suggest that victimization by peers is most detrimental for adolescent boys who seek to identify with their more socially dominant classmates.

Unintentional participant observation: a research method to inform peer support in mental health?

Purpose The purpose of this paper is to validate peer support in mental health care. Design/methodology/approach Literature review and meta-analysis methodology are used. Findings The unintentional nature of peer support is a valid methodology for the understanding of mental health issues and mental health care. Research limitations/implications The limitation is that peer experience should be accepted as a valued method for research. Practical implications Professional domains may not keep a monopoly of research approaches in mental health. Social implications Peer support may mean more avenues for empowerment of mental health service users from peer role models who have unintentional acquaintance with mental health issues and care. Originality/value This research refers to ethnographic precedents to describe methodology relevant to twenty-first century peer support in mental health. It is original in valuing the unintentional participant observation acquired from experience of the mental health system.

“Triggers and Spurs” of English Language Teaching at Junior High School in Yogyakarta

This research is aimed at describing activities used to make the students enthusiastic to participate in English learning activities. It is a descriptive qualitative study involving four English teachers from two schools that have different characteristics in terms of school management. The first school is under Ministry of National Education (MONE) and another is under Ministry of Religion Affairs (MORA). The data gained are from observation, Focus Group Discussion (FGD), in-depth interview, and documentation. The findings of this research shows that the students were more delighted in learning when the teacher implemented exciting learning activities. Teachers used activities to make the students enthusiastic to participate in English learning activities and to make them spurred in learning English. The teacher triggered the students by implementing activities such as Near Peer Role Model (NPRM), Mingling Games and Tiered. As a result, students become spurred because the social interaction is involved.

Adverse Childhood Experiences and Psychological Distress in Juvenile Offenders: The Protective Influence of Resilience and Youth Assets

PurposeTo examine whether internal resiliency and external assets directly protect juvenile offenders exposed to adverse childhood experiences (ACEs) from psychological distress and moderate the relationship between ACE exposure and psychological distress. MethodsA total of 429 male and female adolescents involved with juvenile justice systems in a Western state completed an audio computer-assisted self-interview. Validated measures assessed ACEs, psychological distress, internal resiliency, and external youth assets. Hierarchical linear regression was used to assess the direct and moderating protective effects of internal resilience, family communication, school connectedness, peer role models, and nonparental role models on psychological distress. All models controlled for age, sex, race/ethnicity, free/reduced lunch qualification, current custody, supervision status, detention, and site. ResultsThe mean ACE score among participants was 3.7 (standard deviation = 2.2) and 52.8% reported four or more ACEs. Participants with 4–5 ACEs (β = .37, p < .001) and 6–8 ACEs (β = .49, p < .001) were at increased risk for psychological distress. High internal resilience (β = −.20, p < .001), family communication (β = −.19, p < .001), school connectedness (β = −.14, p < .01), and peer role models (β = −.09, p < .05) were associated with a reduction in psychological distress in the presence of high ACE exposure. In the interaction models, having a high number of ACEs remained strongly associated with increased psychological distress. However, internal resilience (β = −.24, p < .01) and school connectedness (β = −.18, p < .05) significantly moderated (reduced) the relationship between high ACE exposure and psychological distress. ConclusionsOur findings suggest that programs and policies that promote internal resilience and protective factors across multiple levels of influence may protect juvenile offenders exposed to childhood trauma from psychological distress.

Navigating double marginalisation: migrant Chinese sexual and gender minority young people’s views on mental health challenges and supports

Sexual and/or gender minority young people who are also members of an ethnic minority can experience unique challenges. Limited research draws directly on the mental health experiences of these ‘double minority’ youth. This study focused on Chinese sexual/gender minority youth in New Zealand. It sought to explore features they found challenging for, or supportive of, their mental health and wellbeing. Semi-structured interviews were conducted with 11 Chinese sexual/gender minority participants aged between 19 and 29 years old and residing in Auckland, New Zealand. An inductive approach to qualitative data analysis was used. Two major domains of findings emerged. Firstly, participants described mental health challenges linked to racism, sexism, cis-heteronormativity and challenges in relation to intersecting identities. Secondly, Chinese culture and community connections, family and peer support and role models seemed to facilitate resiliency. However, the fear of ‘losing face’, unwillingness to disclose distress when unwell and mental health service providers’ lack of cultural and linguistic competency were described as barriers to effective mental health support. In conclusion, Chinese and sexual/gender minority identities were integral parts of participants’ sense of self, and this was associated with their mental health and wellbeing. Further research is required to explore ways to reduce barriers and promote resiliency.

Mechanisms of Action and Outcomes for Students in Recovery Colleges.

Recovery colleges are widespread, with little empirical research on how they work and the outcomes they produce. This study aimed to coproduce a change model characterizing mechanisms of action (how they work) and outcomes (their impact) for mental health service users who attend recovery colleges. A systematized review identified all publications about recovery colleges. Inductive collaborative data analysis of 10 key publications by academic researchers and coresearchers with lived experience informed a theoretical framework for mechanisms of action and student outcomes, which was refined through deductive analysis of 34 further publications. A change model was coproduced and refined through stakeholder interviews (N=33). Four mechanisms of action for recovery colleges were identified: empowering environment (safety, respect, and supporting choices), enabling different relationships (power, peers, and working together), facilitating personal growth (for example, coproduced learning, strengths, and celebrating success), and shifting the balance of power through coproduction and reducing power differentials. Outcomes were change in the student (for example, self-understanding and self-confidence) and changes in the student's life (for example, occupational, social, and service use). A coproduced change model mapping mechanisms of action to outcomes was created. Key features differentiate recovery colleges from traditional services, including an empowering environment, enabling relationships, and growth orientation. Service users who lack confidence, those with whom services struggle to engage, those who will benefit from exposure to peer role models, and those lacking social capital may benefit most. As the first testable characterization of mechanisms and outcomes, the change model allows formal evaluation of recovery colleges.

The Young Women\u2019s Health CoOp in Cape Town, South Africa: Study protocol for a cluster-randomised trial for adolescent women at risk for HIV

BackgroundSouth Africa remains the global epicentre of HIV infection, and adolescent women have the highest incidence of HIV in the country. South Africa also has high rates of alcohol and other drug (AOD) use, violence, and gender inequality. Violence converges with AOD use, gender inequities and other disparities, such as poverty, to increase sexual risk and poor educational attainment for adolescent women. This study seeks to test the efficacy of peer recruitment and cofacilitation of the Young Women’s Health CoOp (YWHC), a comprehensive gender-focused intervention to reduce HIV risk behaviours and increase the uptake of HIV counselling and testing (HCT) among out-of-school, adolescent women who use AODs. The YWHC is facilitated by local research staff and supported by peers.MethodsThis cluster-randomised trial is enrolling participants into two arms: a control arm that receives standard HCT, and an intervention arm that receives the YWHC. Participants are enrolled from 24 economically disadvantaged communities in Cape Town, South Africa. These geographically distinct communities serve as clusters that are the units of randomisation. This study uses adolescent peer role models and research field staff to recruit marginalised adolescent women. At baseline, participants complete a questionnaire and biological testing for HIV, recent AOD use, and pregnancy. The core intervention is delivered in the month following enrollment, with linkages to health services and educational programmes available to participants throughout the follow-up period. Follow-up interviews and biological testing are conducted at 6 and 12 months post enrollment.DiscussionThe study findings will increase knowledge of the efficacy of a comprehensive HCT, gender-focused programme in reducing AOD use, victimisation, and sexual risk behaviour and increase uptake services for out-of-school, adolescent women who use AODs. The trial results could lead to wider implementation of the YWHC for vulnerable adolescent women, a key population often neglected in health services.Trial registrationTrial registration no: NCT02974998, November 29, 2016.

Abstract A72: [Advocate Abstract:] Community initiatives for all women's health

Abstract My poster will describe four community programs I have established at The Resurrection Project. The first focuses on breast cancer education workshops to address the lack of knowledge, cultural misconceptions, fear, and shame in my community and other underserved communities. The second focuses on breast cancer navigation to address the lack of insurance and cost issues in my community and in other underserved communities. The third focuses on breast cancer survivorship and empowerment to address the need for peer role models in my community and for other underserved communities. The fourth focuses on policy advocacy to address the need for resources for other underserved women. Citation Format: Araceli Lucio. [Advocate Abstract:] Community initiatives for all women's health [abstract]. In: Proceedings of the Tenth AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2017 Sep 25-28; Atlanta, GA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2018;27(7 Suppl):Abstract nr A72.

Through the Eyes of Nurse Managers in Long-Term Care: Identifying Perceived Competencies and Skills.

Nurse managers (NMs) in long-term care supervise health care services for individuals with high acuity levels and numerous comorbidities. There is minimal research identifying NMs' skills and competencies as unit leaders within the long-term care environment. The current mixed-methods study identified NMs' leadership skills and competencies. Nineteen NMs with ≥5 years' long-term care management experience completed the Nurse Manager Inventory Tool and were individually interviewed. They rated their clinical skills at the competent level and their financial/strategic management skills at the novice level. All other skill categories, including leadership reflective practice, diversity, human resource leadership/management, relationship management, performance improvement, and problem solving, were rated at a competent level. Emergent interview qualitative themes included their visibility on the unit, trial and error learning, a sense of "aloneness" due to the absence of other RNs, NM position being a tough job, need for peer support, role modeling, and importance of supporting the resident through their "final journey." [Journal of Gerontological Nursing, 44(5), 32-38.].