Peer Response Research Articles

"They Did Not Understand": Exploring Adult Survivors of Childhood Cancer's Memories of Their Experiences With Peers.

Background: Peer relationships are impacted by the diagnosis of childhood cancer. Children with cancer can feel isolation, such as bullying and lack of engagement, from their peers. As the rates of survival increase, one way to further learn about the experiences of childhood cancer is to reflect on the memories of adult survivors. This study examines adult survivors of childhood cancer's memories of their experiences with peers during their cancer. Method: Twenty-seven adult survivors (15 male, 12 female) of childhood cancer were recruited from Amazon Mechanical Turk, a crowdsourcing marketplace for survey distribution, and surveyed about their experiences with peers during childhood cancer. Using inductive thematic analysis, open-ended survey questions were analyzed. Results: Five main themes emerged, including age, perceptions of cancer, acts of kindness, peer responses, and limited peer engagement. Participants' memories included peers' lack of understanding about their diagnosis, prognosis, and treatment, positive and negative responses to their cancer diagnosis, acts of services and gifts from peers, and feelings of isolation during the cancer experience. Discussion: In the current study, adult survivors of childhood cancer had specific memories about how cancer impacted peer relationships. Such findings contribute to the evidence that children with cancer could benefit from psychosocial interventions, including education to peers about the diagnosis and the impact of diagnosis on peer relationships, peer engagement activities, and peer support groups.

Taking a closer look together

Abstract Peer response writing groups support faculty in their development as scholarly writers around the globe. Nevertheless, little is known about feedback provision inside these groups. This work analyses written and oral comments in a faculty writing group to determine how feedback progressed as meetings developed. Results indicate that participants shifted from mainly correcting or giving directions to eliciting clarification, confirmation or information. Similarly, orally retaken comments (oral comments that referred to previous written comments) changed from discussing linguistic accuracy issues to centring on the content and cohesion/coherence of the text, with most of the latter prompting exchanges among participants. With continued participation members moved from mainly offering corrections to establishing a dialogue with authors. In writing groups faculty safely engage in peer feedback practices that enrich texts and writers.

Overdose responses among rural people who use drugs: A multi-regional qualitative study

BackgroundEfforts to distribute naloxone have equipped more people with the ability to reverse opioid overdoses but people who use drugs are often reluctant to call 911 due to concerns for legal repercussions. Rural communities face unique challenges in reducing overdose deaths compared to urban communities, including limited access to harm reduction services as well as greater concerns about stigma and privacy.MethodsThe Rural Opioid Initiative was funded in 2017 to better understand the health-related harms associated with the opioid crisis in rural US communities and consists of eight studies spanning ten states and 65 counties. Each study conducted semi-structured qualitative interviews with people who use drugs to understand contextual factors influencing drug use and health behaviors. We analyzed qualitative data from seven studies with data available at the time of analysis to understand peer response to overdose.ResultsOf the 304 participants interviewed, 55% were men, 70% were white, 80% reported current injection drug use, and 60% reported methamphetamine use. Similar to what has been found in studies focused on urban settings, people who use drugs in rural communities use a range of strategies to reverse overdoses, including non-evidence-based approaches. Several reported that multiple doses of naloxone are needed to reverse overdose. Three themes emerged around the willingness to call 911, including (1) hesitancy to call 911 for fear of legal consequences, (2) negative perceptions or experiences with law enforcement officers, and (3) efforts to obtain medical intervention while avoiding identification/law enforcement involvement.ConclusionPeople who use drugs employ multiple strategies to attempt overdose reversal, including non-evidence-based approaches. Greater education about the most effective and least harmful strategies is needed. Reluctance to call 911 is rooted in concerns about potential legal consequences as well as perceptions about law enforcement officers, which may be heightened in rural communities where people who use drugs are more easily identified by law enforcement. People who use drugs will go to great strides to connect their peers to needed medical services, suggesting that comprehensive interventions to reduce interactions with law enforcement officers and eliminate legal consequences for reporting overdoses are critical.

Graduate writers’ perceptions of teacher-student group conferences in an EAP writing course

Teacher-student group conferences (TSGCs) integrate the advantages of peer response with those of individual writing conferences, allowing teachers to comment on learners' drafts while students apprentice into the peer reviewer role by observing the teacher's model. Although several scholars have advocated for TSGCs as a pedagogical practice, TSGCs have received little empirical attention. This study exemplifies how I used TSGCs as an intervention in my graduate-level EAP writing class. Using data from pre/post course surveys, post-TSGC feedback forms, post-course interviews, and final course evaluations, I report on students' perceptions of the TSGCs, including their perceived advantages and disadvantages. Overall, students appreciated the diverse perspectives TSGCs provided and the learning opportunities available when reviewing peers' drafts, receiving feedback, and listening to my comments. Although students' lack of disciplinary knowledge was occasionally problematic, they still saw the utility of TSGCs. Students also outlined strategies they developed for giving feedback if their peers' papers were difficult to understand. Disadvantages identified included difficulties from mixed proficiency levels, time and format limitations, disciplinary distance, quality of peer comments, and cultural differences. I conclude with suggestions for addressing these disadvantages, focusing specifically on important considerations when using TSGCs with graduate students from diverse backgrounds.

Peer Response to Regulatory Enforcement: Lobbying by Non-Sanctioned Firms

Government agencies rely on general deterrence to protect the public. Firms utilize lobbying for influence and information purposes. This paper explores the intersection of general deterrence and lobbying by firms while investigating whether general deterrence efforts of regulators are met with a lobbying response. Specifically, we propose that following a competitor firm being sanctioned, the non-sanctioned peer firms will increase their amount of lobbying targeted at the sanctioning agency, and the key drivers of these increases in targeted lobbying will be penalty severity, concerns over likely reputational damage, and value alignment. We test our hypotheses using U.S. Environmental Protection Agency violations as a context, and they largely receive support.

DEVELOPMENT OF BUSINESS PLANNING LEARNING VIDEOS FOR STUDENTS OF SMKN 1 MUARO JAMBI

To foster interest in entrepreneurship, vocational school students need to be taught about business planning. This business planning material is packaged in the form of learning videos so that learning can achieve maximum results. The aim of this research is to describe the planning, design and development of learning videos, assess the theoretical, conceptual and practical feasibility of learning videos, describe peer responses and describe the attractiveness of business planning learning videos. The research method used is Research and Development. The research subjects were class X BDP students at SMKN 1 Muaro Jambi. The development model that is used as a reference is the Trollip and Allesi (2001) development model with the stages of Planning, Designing and Developing. The research results show that the material expert validation results are 96% in the very feasible category. And the media expert validation results were 85% in the very feasible category. And the teacher's response was obtained with a score of 90% in the very appropriate category. Then the field trial obtained a score of 91.5% in the very high category. So the business planning learning video is suitable for use by students of SMKN 1 Muaro Jambi as an interesting learning media with a score of 89.7%.

To Tell or Not to Tell: Disclosure Experiences and Perceived Microaggressions Among Adopted Adolescents With Lesbian, Gay, and Heterosexual Parents

There is limited research on stigma experiences and disclosure practices among adolescents who: (a) are adopted, (b) who have LGBTQ+ parents, and (c) who are sexual or gender minorities themselves. At a time when LGBTQ+ identities are both increasingly visible and also publicly debated, we conducted interviews with 50 adolescents ( M age = 14.86 years) in 12 two-father, 20 two-mother, and 18 father/mother families. Following protocols approved by Clark University’s Institutional Review Board and through the frameworks of sexual stigma, microaggressions, and communication privacy management, we used thematic analysis to explore themes of disclosure practices, peer responses to disclosure, and parent responses to sexual and gender identity disclosure. Adolescents described various disclosure decisions around their adoptive status, LGBTQ+ parent family structure, and their own sexual and gender identities, ranging from rare to reactive to proactive disclosure. Such decisions were in some cases shaped by the intersections among participants’ race, gender, and family structure. Participants often selectively disclosed because of concerns related to privacy and negative peer reactions. Many adolescents reported instances of microaggressions from peers around their identities. Parent reactions to their children’s sexual and gender identity disclosure were more complex than peers’ reactions. Findings have implications for therapists and other professionals working with adolescents and their families.

How Observed Personality Traits in (Mildly) Depressed Adolescents Relate to Nonverbal Responses of Peers.

Depression in adolescence is related to negative social responses. Previous studies indicate that negative responses precede, co-occur and follow depressive episodes, indicating that more stable characteristics of depressed(to-be) adolescents may trigger such responses. This study examines whether personality traits, as observed in behavior, mediate or moderate responses of peers towards (mildly) depressed adolescents. Nonverbal responses of peers were observed during two short semi-structured interactions, one with a (mildly) depressed partner and one with a nondepressed partner, matched for age and gender. Personality traits of partners were observed. Results show that peers responded more negatively towards (mildly) depressed partners. Personality traits moderated the link between depression and peer responses. In general, but particularly for (mildly) depressed girls, neuroticism strengthened the link between depression and negative peer responses, while expressivity diminished the link between depression and negative peer responses. For boys, small and counterintuitive moderation effects were found which merit further research.

The Equipoise Ruler: A National Survey on Surgeon Judgment About the Value of Surgery.

To understand professional norms regarding the value of surgery. Agreed-upon professional norms may improve surgical decision-making by contextualizing the nature of surgical treatment for patients. However, the extent to which these norms exist among surgeons practicing in the United States is not known. We administered a survey with 30 exemplar cases asking surgeons to use their best judgment to place each case on a scale ranging from "definitely would do this surgery" to "definitely would not do this surgery." We then asked surgeons to repeat their assessments after providing responses from the first survey. We interviewed respondents to characterize their rationale. We received 580 responses, a response rate of 28.5%. For 19 of 30 cases, there was consensus (≥60% agreement) about the value of surgery (range: 63% to 99%). There was little within-case variation when the mode was for surgery and more variation when the mode was against surgery or equipoise. Exposure to peer response increased the number of cases with consensus. Women were more likely to endorse a nonoperative approach when treatment had high mortality. Specialists were less likely to operate for salvage procedures. Surgeons noted their clinical practice was to withhold judgment and let patients decide despite their assessment. Professional judgment about the value of surgery exists along a continuum. While there is less variation in judgment for cases that are highly beneficial, consensus can be improved by exposure to the assessments of peers.

Ethical challenges for children undergoing surgery: Evaluation of graduate nursing students' learning

Background
 Multiple barriers can impede the holistic care of children and their meaningful involvement in their healthcare in the context of surgery. These include lack of clinician knowledge of the ethical concerns impacting children and scarce educational resources. Our team created an open-access training module (https://childsxethics.net) to enhance clinicians’ understanding of ethical challenges for children undergoing surgery. Objective
 To evaluate the level of Bloom’s Taxonomy cognitive, affective, and psychomotor learning reached by graduate nursing students after completing the module. Methods
 A qualitative descriptive study was conducted. Data sources comprised of participants’ course assignments. Data were analysed inductively and deductively using Bloom’s Taxonomy and the Childhood Ethics Framework. Results
 Nineteen participants wrote online reflections and peer responses. Two subgroups completed group assignments. The module and associated class assignments successfully promoted high levels of cognitive and affective learning of ethical challenges impacting children undergoing surgery. The type of assignment influenced participants’ level of learning and achievement of learning objectives. Cognitive and affective learning processes were enhanced when integrating reflections and fostering dialogue/interaction among peer learners. Implications
 Study findings will be used to improve the module. Future iterations will include collaborations with international clinicians to enhance the global relevance of the module contents, which will be evaluated with other clinicians/trainees. Providing educational resources for clinicians on ethical challenges in children’s surgery will help facilitate the recognition of children as active moral agents and improve their surgical experiences by promoting holistic patient care.

Motivation Crowding in Peer Effects: The Effect of Solar Subsidies on Green Power Purchases

Abstract I test whether economic incentives impact peer effects in public-good settings. I study how a visible and subsidized contribution to a public good (installing solar panels) affects peer contributions to the same good that are neither subsidized nor visible (electing green power). Exploiting spatial variation in the feasibility of installing solar panels, I find that on average panels increase voluntary purchases of green power by neighbors. However, when subsidies to solar are high, solar panels reduce peer contributions. The results support the hypothesis that signals drive peer responses to visible public-good contributions and that economic incentives alter those signals.

IMPLEMENTING THE PEER RESPONSE TECHNIQUE TO IMPROVE THE STUDENTS’ WRITING OF A PERSONAL RECOUNT TEXT

This classroom Action Research aims to observe the implementation of the Peer Response Technique to improve the students’ writing personal recount text and their behaviour in writing activity. The participants were the students in class VIII A of SMPN 2 Sungai Raya which consisted of 31 students. Based on the teacher’s direct observation, the students in this class faced some problems in writing a personal recount text. A mixed-method approach was used to collect the data. The observation sheet, field notes, and focus group interview were used to collect the qualitative data and the writing test was used to collect the students’ writing score as the quantitative data. Three cycles were conducted in this research where each cycle consisted of three meetings. The findings of this research have shown that the implementation of the Peer Response Technique in the writing process was effective in improving not only the students’ behaviour in writing activity but also the students’ scores in writing personal recount text. The writing activities that were done in pairs could boost the students’ confidence in writing. They could also have good communication and cooperation in every writing stage that they have to do. The feedback that the students gave to each other’s writing improved their trust and their ability to learn from others’ writing. Ultimately, the peer response could improve the students’ writing personal recount text that was proved by the improvement of the student’s writing score from cycle 1 to cycle 3.

‘It could have been us’. Peer responses to money-laundering violations in the Dutch banking industry

Much literature has focused on societal responses to corporate scandals, either by authorities or the public. However, there is little research on responses to corporate deviance by peers (corporations in the same industry). As corporations face a Zeitgeist characterised by increased attention to, and disapproval of, corporate deviance, they are compelled to respond to the external ‘labelling’ of their behaviour, as well as that of their peers. In this context of increasing public scrutiny, this article explores how (employees at) corporations respond to deviant peer behaviour. To examine this question, the case study of non-compliance with anti-money laundering (AML) regulations in the Dutch banking industry is utilised. Six stages of peer interactions were identified, namely, panic and fear, comparing practices, distancing, investing, and cooperation and defiance. In these six stages, condemnation between peers is incidental and mainly functions as a tool to guard their reputation (defence mechanism). Peer responses are determined by characteristics of the act (severance of the violation), actor (comparability and identification as peers), the audience (type of enforcement and public attention), and the situation (knowledge on the violation). As AML cases spread become more frequent across the industry, defence mechanisms also expand, thereby resulting in cooperation between banks and defiance of regulators.

Feasibility and initial psychometric properties of the observe, reflect, improve children’s learning tool (ORICL) for early childhood services: A tool for building capacity in infant and toddler educators

Child observation is a critical component of quality pedagogy in early childhood education and care (ECEC). The ORICL (Observe, Reflect, Improve Children’s Learning) tool was co-designed by ECEC researchers, policymakers, leaders, and practitioners to support this work. Educators rate the experiences of individual children, and responses of educators and peers on 118 items across five domains. In this study of the utility of ORICL, the tool was used by 21 educators across 12 ECEC services for a total of 66 children. Descriptive statistical analyses were used to determine how educators used the full range of the ORICL rating scale, and the psychometric properties of the tool were explored. Findings suggest that the ORICL items can be readily observed and rated by educators for children aged under 3 years, the rating scale is appropriate, and there is early evidence to support the domain structure of the tool.

Study on Students’ Engagement of Different Writing Levels in the Process of Peer Feedback of English Writing in the Junior High School

Within peer feedback, the act of involving students uploading their first drafts of English essays as writers, offering written comments as feedback givers, back-evaluating the helpfulness of peer responses as feedback receivers, and revising previous work as suggested. Research investigating features and development trajectories of engagement from the perspective of feedback givers is still in its infancy. Based on the requirements of the peer feedback task and in the context of teaching English writing in junior schools, this paper uses the survey research method to investigate the learning engagement of Chinese junior high school students in peer feedback and its dynamic changes.

Social Identity as a Factor in Bystander Responses to Bias-Based Verbal Aggression Among College Students

ABSTRACT Bias-based bullying is a significant problem in the United States, including aggression targeting college students with minoritized social identities. Bystander responsiveness can help to buffer the effects, but social identity factors may influence how students respond to bias-based aggression among peers. We conducted a cross-sectional analysis of a subsample (N = 7,291) of the 2018–2019 Healthy Minds Study to test correlations between racial, sexual, and gender identities and self-reported and hypothetical peer interventions. Students who identify with minoritized sexual and gender identities, across racial identities, are most likely to report past or intended interventions while students who identify as straight, cisgender, male, and White are least likely. Specifically, students with minoritized sexual and gender identities are 32% more likely than straight and cisgender peers to report that they had intervened in the past year and 36% more likely to indicate that they intend to intervene in the future. Experiences of discrimination and belonging are significant but separate covariates. Interventions to support peer responsiveness must attend to dynamics of power, oppression, and social identity to reach more students.

Revealing an enabling environment: How clinical community and clinical stakeholders understand peer navigation to improve quality of life for people living with HIV in Australia.

People living with HIV have unique resources to offer each other and health systems. This study investigated how peer navigation might contribute to a socially supportive, health enabling environment in Victoria, Australia. We used semi-structured interviews with 30 program staff, management, peer workers and clinician stakeholders. Our analyses considered the interplay between the program, users, HIV-related stigma and discrimination and the health service environment. Peer relationships offered reassurance, acceptance and belonging, which people living with HIV can use to create personal change. Peer engagement coproduced insights for life with HIV and may help to overcome stigma and structural barriers to access services and community support. As a partnership between peer and clinical services, participants described how the program fostered appreciation of peer practices and insights, which were used to improve the quality and continuity of care offered in the state. These findings allude to the value of the community engagement and policy alignment peer responses produce and can be used to guide implementation of similar programs elsewhere.

Social Norms Impact the Likelihood of Stalking Perpetration Among College Students

ABSTRACT Researchers examined stalking likelihood among college students as a function of social norms and stalking perpetration. Undergraduate students’ (N = 480) self-reported past perpetration of stalking and likelihood of stalking in the future were assessed via an online survey. For each of the stalking likelihood items, participants were provided average stalking likelihood peer responses for their reference. Social norms were manipulated such that participants were randomly assigned experimentally inflated or deflated averages for each item. Almost 40% of the sample met the criteria for stalking perpetration. In general, when participants were exposed to inflated norms their self-reported likelihood of stalking increased in comparison to when participants were exposed to deflated norms. Overall, perpetrators were significantly more likely to report they would engage in the stalking behaviors listed in the future compared to non-perpetrators. Based on the effect sizes, perpetrators were more influenced by inflated norms and non-perpetrators were more influenced by deflated norms. Both perpetrators and non-perpetrators were impacted by social norms, but this relationship was stronger when those norms were aligned with participants’ stalking perpetrator status. Generally, self-reports of stalking likelihood were low while stalking perpetration behaviors were widespread. Stalking prevention and intervention education campaigns focused on changing social norms could be a positive step toward reducing stalking victimization with the goal of creating safer communities.

Safe streets for some: A review of local active transportation responses across the U.S. during the COVID-19 pandemic

Introduction & research objectivesThe COVID-19 pandemic significantly disrupted daily travel. This paper contrasts 51 US cities’ responses, namely street reallocation criteria and messaging related to physical activity (PA) and active transportation (AT) during the early months of the pandemic. This study can be utilized by cities for aiding in the creation of locally responsive policies that acknowledge and remedy a lack of safe active transportation. MethodsA content analysis review was conducted of city orders and documents related to PA or AT for the largest city by population in all 50 US states and the District of Columbia. Authoritative documents issued from each city's public health declaration (ca. March 2020) to September 2020 were reviewed. The study obtained documents from two crowdsourced datasets and municipal websites. Descriptive statistics were used to compare policies and strategies, with a focus on reallocation of street space. ResultsA total of 631 documents were coded. Considerable variation existed in city responses to COVID-19 that impacted PA and AT. Most cities’ stay-at-home orders explicitly permitted outdoor PA (63%) and many encouraged PA (47%). As the pandemic continued, 23 cities (45%) had pilot programs that reallocated street space for non-motorized road users to recreate and travel. Most cities explicitly mentioned a rationale for the programs (e.g., to provide space for exercise (96%) and to alleviate crowding or provide safe AT routes (57%)). Cities used public feedback to guide placement decisions (35%) and several welcomed public input to adjust initial actions. Geographic equity was a criterion in 35% of programs and 57% considered inadequately sized infrastructure in decision-making. ConclusionsIf cities want to emphasize AT and the health of their citizens, safe access to dedicated infrastructure needs to be prioritized. More than half of study cities did not instate new programs within the first 6 months of the pandemic. Cities should study peer responses and innovations to inform and create locally responsive policies that can acknowledge and remedy a lack of safe AT.

‘Letting you share when you need to share’: navigating the potential and precarity of friends and peers for UK young people after sexual abuse in adolescence

AbstractThis article explores the rarely considered role of friends and peers supporting young people after sexual abuse experienced in adolescence, drawing on participatory research with 32 young people in the UK with lived experience. The article considers ways in which relationships with friends and peers interplay with recovery from abuse. This includes friends and peers as recipients of disclosure, conduits to professional support, sources of emotional support and distraction, and being embroiled in often challenging, precarious peer cultures that young people navigate post‐abuse. The article explores young people's rationale for, and experiences of, reaching out to friends and peers. It considers what young people seek and gain from these relationships in the aftermath of abuse, while acknowledging complex risks and precarity of these relationships. It argues that support from friends offers something distinct to family and professionals. It explores benefits of these relationships, but also potential for peer responses to undermine wellbeing if not sufficiently supportive or informed. The article ends by arguing for professionals to better recognise and respond to these relational contexts and consider whether there are safe and appropriate ways to ‘support young people to support’ without responsibilisation, and recognising welfare needs of those providing such support.