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Fowler JA, Warzywoda S, Franks N, Mendis M, Lazarou M, Bisshop F, Wood P, Dean JA. Highs, Lows, and Hormones: A Qualitative Metasynthesis of Transgender Individuals' Experiences Undergoing Gender-Affirming Hormone Therapy. J Homosex 2024; 71:1652-1683. [PMID: 36884002 DOI: 10.1080/00918369.2023.2186759] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
Gender Affirming Hormone Therapy (GAHT) is a key therapeutic approach which aims to help trans and gender diverse (or simply "trans") individuals' transition from their sex-presumed-at-birth to their experienced gender identity. Previous reviews have focused on synthesizing quantitative experiences; however, a qualitative lens is important to understand the personal journey of GAHT. This review provides a qualitative meta-synthesis of the experiences of trans people around the world who have undergone GAHT to elicit contextualized understanding of the changes experienced. Systematic searches of eight databases identified an initial 2670 papers, refined to a final 28 papers. Overall, findings suggested that the GAHT journey is unique and elicited a myriad of changes which, whilst challenging at times, were life-changing and brought about positive psychological, physical, and social changes. Other themes explored GAHT not being treated as a fix-all for associated mental health issues, the rules that govern appraisal of physical changes, how privilege and social identity evolve, and the power of affirmation. This work offers important recommendations to improve the care offered to trans people undergoing GAHT. Namely, person-centered support is essential, and peer-navigation may be a useful future direction to explore.
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Affiliation(s)
- James A Fowler
- Faculty of Medicine, School of Public Health, The University of Queensland, Herston, Queensland, Australia
| | - Sarah Warzywoda
- Faculty of Medicine, School of Public Health, The University of Queensland, Herston, Queensland, Australia
| | - Nia Franks
- School of Psychology and Counselling, Faculty of Health, Engineering and Sciences, Centre for Health Research, Institute for Resilient Regions, University of Southern Queensland, Ipswich, Queensland, Australia
| | - Marini Mendis
- Faculty of Medicine, School of Public Health, The University of Queensland, Herston, Queensland, Australia
| | - Mattea Lazarou
- Faculty of Medicine, School of Public Health, The University of Queensland, Herston, Queensland, Australia
| | - Fiona Bisshop
- Holdsworth House Medical Practice, Brisbane, Queensland, Australia
| | - Penny Wood
- Alexander Heights Family Practice, Perth, Western Australia, Australia
| | - Judith A Dean
- Faculty of Medicine, School of Public Health, The University of Queensland, Herston, Queensland, Australia
- Poche Centre for Indigenous Health, The University of Queensland, Brisbane, Queensland, Australia
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Cohen R, Ray GE, Deptula DP, Lubin AH. The social contexts of behaviors and relationships: The relation of classroom and cyber victimization to number of classroom and cyber friends. J Exp Child Psychol 2024; 242:105887. [PMID: 38430870 DOI: 10.1016/j.jecp.2024.105887] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2023] [Revised: 12/20/2023] [Accepted: 01/29/2024] [Indexed: 03/05/2024]
Abstract
Behaviors and relationships exist within a variety of social contexts. More specifically for the current research, victimization and friendships occur in classrooms and, increasingly, in online virtual contexts. The current research examined how the number of classroom friends and number of cyber friends related to the extent of classroom victimization and extent of cyber victimization. Research has demonstrated the importance of face-to-face friendships in relation to being a victim; much less is known about the role of cyber friends in relation to being a cyber victim or how these relationships may play a role in cross-context victimization. Participants were 350 children from Grades 3 through 5 (188 girls and 162 boys). Children indicated classroom friends on a classroom roster, reported the number of their cyber friends, and indicated the extent of their cyber victimization. Peers nominated classmates for classroom victimization behaviors. A path analysis revealed that number of classroom friends was negatively associated with both extent of classroom victimization and extent of cyber victimization. Number of cyber friends was positively associated with extent of cyber victimization and was negatively related to extent of classroom victimization. Discussion of results includes the construction, use, and adaptation of social skills within and between social contexts.
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Affiliation(s)
- Robert Cohen
- Department of Psychology, University of Memphis, Memphis, TN 38152, USA.
| | - Glen E Ray
- Department of Psychology, Auburn University at Montgomery, Montgomery, AL 36117, USA
| | - Daneen P Deptula
- Department of Psychological Science, Fitchburg State University, Fitchburg, MA 01420, USA
| | - Ava H Lubin
- College of Charleston, Charleston, SC 29424, USA
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3
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Qiu FW, Ipek C, Moll H. Children teach sensational information-as long as it is true. J Exp Child Psychol 2024; 242:105895. [PMID: 38461556 DOI: 10.1016/j.jecp.2024.105895] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2023] [Revised: 01/15/2024] [Accepted: 02/12/2024] [Indexed: 03/12/2024]
Abstract
When sharing information, teenagers and adults prioritize what is sensational or attention-grabbing, sometimes at the cost of the truth. Nothing is known so far about whether young children prefer to transmit sensational information or what they prioritize when the sensational quality of information conflicts with its truth. In two experiments (N = 136), 4- and 5-year-olds engaged in a forced-choice task in which they selected one of two statements to teach to a peer. In the absence of explicit truth value assignments, children of both ages preferred teaching sensational information over non-sensational (neutral) information (p < .0001). When information was sensational but untrue, truth trumped sensationalism in both age groups (p < .0001). The experiments shed more light on biases that affect the early ontogeny of information exchange. Not only do children prioritize certain kinds of information when teaching, they also actively weigh these preferences against one another and mute their bias for sensationalism when veracity is at stake.
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Affiliation(s)
- Fanxiao Wani Qiu
- Department of Psychology, University of Southern California, Los Angeles, CA 90089, USA.
| | - Canan Ipek
- Department of Psychology, University of Southern California, Los Angeles, CA 90089, USA
| | - Henrike Moll
- Department of Psychology, University of Southern California, Los Angeles, CA 90089, USA
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4
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Wardenaar KJ, Jörg F, Oldehinkel AJ. Explanatory and modifying factors of the association between sex and depression onset during adolescence: An exploratory study. J Affect Disord 2024; 354:424-433. [PMID: 38479503 DOI: 10.1016/j.jad.2024.03.031] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/03/2023] [Revised: 02/26/2024] [Accepted: 03/09/2024] [Indexed: 03/24/2024]
Abstract
BACKGROUND The prevalence of Major Depressive Disorder (MDD) is twice as high in women as in men and this difference already emerges during adolescence. Because the mechanisms underlying this sex-difference remain poorly understood, we took a bottom-up approach to identify factors explaining the sex-MDD relationship. METHODS Data came from the TRacking Adolescents' Individual Lives Survey (TRAILS), a population study investigating youths' development from age 11 into adulthood. We assessed multiple baseline covariates (e.g., demographic, social and psychological) at ages 11-13 years and MDD onset at ages 19 and 25 years. In regression analyses, each covariate's role in the sex-MDD association as an effect modifier or confounder/explanatory variable was investigated. Replicability was evaluated in an independent sample. RESULTS The analyses identified no effect-modifiers. Baseline internalizing problems, behavioral inhibition, dizziness, comfort in classroom, physical complaints, attention problems, cooperation, self/effortful control, interpersonal life events and computer use partially explained the association between sex and MDD at age 19. The association between sex and MDD at age 25 was explained by largely the same variables, but also by shyness, acne, antisocial behavior, aggression, affection from peers and time spent shopping. The explanatory roles of internalizing problems, behavioral inhibition, negative events involving gossip/rumors and leisure-time spending (computer-use/shopping) were replicated. LIMITATIONS Potentially important baseline variables were not included or had low response rates. Gender roles or identification were not considered. Baseline MDD was not adjusted for. CONCLUSION The sex-MDD association is partially explained by sex differences in symptoms and vulnerability factors already present in early adolescence.
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Affiliation(s)
- Klaas J Wardenaar
- University of Groningen, Faculty of Behavioural and Social Sciences, Department of Child and Family Welfare, Groningen, the Netherlands.
| | - Frederike Jörg
- University of Groningen, University Medical Center Groningen, Interdisciplinary Center for Emotion Regulation (ICPE), Groningen, the Netherlands; Research Department, GGZ Friesland, Leeuwarden, the Netherlands
| | - Albertine J Oldehinkel
- University of Groningen, University Medical Center Groningen, Interdisciplinary Center for Emotion Regulation (ICPE), Groningen, the Netherlands
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Strowger M, Meisel MK, Haikalis M, Rogers ML, Barnett NP. Associations between frequency of exposure to peer-generated alcohol-related posts and alcohol use within a social network of college students. Addict Behav 2024; 152:107956. [PMID: 38301589 PMCID: PMC10988997 DOI: 10.1016/j.addbeh.2024.107956] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2023] [Revised: 01/09/2024] [Accepted: 01/15/2024] [Indexed: 02/03/2024]
Abstract
Peer alcohol use, commonly assessed via perceptions of how many drinks peers consume, is a robust predictor of college drinking. These perceptions are formed by in-person exposure to peer drinking but also may be affected by seeing alcohol-related content (ARC) shared on peer social media accounts. Most research assesses exposure by asking about the frequency of ARC sharing by a whole friend group, potentially missing influences from specific friends. Social network methods collect information about specific friends and their behavior but few studies have used these methods to examine the effects of ARC on drinking, nor have they examined potential moderators of this relationship. The purpose of this study was to examine whether perceived frequency of exposure to ARC shared by social network members on social media is associated with participant alcohol use after controlling for network members' self-reported alcohol use, and if participant gender and relationship qualities with network members moderate this association. Participants were 994 college students (Mage = 21.17, SD = 0.47; 61.8 % female; 55.4 % White; 12.3 % Hispanic) who completed a web-based survey. Due to the social network design, network autocorrelation analyses were conducted, which revealed that greater perceived frequency of exposure to network member ARC was significantly associated with higher alcohol quantity above and beyond network members' alcohol use. Peer ARC had a unique association with drinking behavior independent of in-person peer alcohol use, although the cross-sectional design precludes making causal inferences. Clinicians delivering alcohol interventions to college students may wish to discuss exposure to ARC as another important source of peer influence and how media literacy may help reduce the effects.
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Affiliation(s)
- Megan Strowger
- Department of Behavioral and Social Sciences, Brown University, Providence, RI 02912, United States.
| | - Matthew K Meisel
- Department of Behavioral and Social Sciences, Brown University, Providence, RI 02912, United States.
| | - Michelle Haikalis
- Department of Behavioral and Social Sciences, Brown University, Providence, RI 02912, United States.
| | - Michelle L Rogers
- Department of Behavioral and Social Sciences, Brown University, Providence, RI 02912, United States.
| | - Nancy P Barnett
- Department of Behavioral and Social Sciences, Brown University, Providence, RI 02912, United States.
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Plenty S, la Roi C. Peer acceptance and rejection during secondary school: Do associations with subsequent educational outcomes vary by socioeconomic background? Child Dev 2024; 95:929-947. [PMID: 38087926 DOI: 10.1111/cdev.14044] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/18/2024]
Abstract
Research shows that peer relationships are associated with students' school adjustment. However, the importance of advantageous and disadvantageous factors for students' educational outcomes may vary by socioeconomic positioning. Drawing on sociometric and register data from a nationally representative sample of Swedish youth (n = 4996, girls 50%; migration background 19%), this study asks if family socioeconomic status moderates associations between youth's peer relationships and their subsequent educational outcomes. Based on preregistered analyses, associations that peer acceptance and rejection at age 14-15 years share with school grades at ~16 years and completion of upper secondary school at ~20 years were tested. The findings showed that positive and adverse peer relationships are most consequential for the educational outcomes of socioeconomically disadvantaged youth.
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Affiliation(s)
- Stephanie Plenty
- Swedish Institute for Social Research (SOFI), Stockholm University, Stockholm, Sweden
- Institute for Future Studies, Stockholm, Sweden
| | - Chaïm la Roi
- Swedish Institute for Social Research (SOFI), Stockholm University, Stockholm, Sweden
- Department of Sociology, University of Groningen, Groningen, The Netherlands
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Liu W, Shah N, Ma I, Rosenblau G. Strategic social decision making undergoes significant changes in typically developing and autistic early adolescents. Dev Sci 2024; 27:e13463. [PMID: 38129763 DOI: 10.1111/desc.13463] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2023] [Revised: 11/02/2023] [Accepted: 11/10/2023] [Indexed: 12/23/2023]
Abstract
Information sampling about others' trustworthiness prior to cooperation allows humans to minimize the risk of exploitation. Here, we examined whether early adolescence or preadolescence, a stage defined as in between childhood and adolescence, is a significant developmental period for strategic social decisions. We also sought to characterize differences between autistic children and their typically developing (TD) peers. TD (N = 48) and autistic (N = 56) 8- to 12-year-olds played an online information sampling trust game. While both groups adapted their information sampling and cooperation to the various trustworthiness levels of the trustees, groups differed in how age and social skills modulated task behavior. In the TD group social skills were a stronger overall predictor of task behavior. In the autistic group, age was a stronger predictor and interacted with social skills. Computational modeling revealed that both groups used the same heuristic information sampling strategy-albeit older TD children were more efficient as reflected by decreasing decision noise with age. Autistic children had lower prior beliefs about the trustee's trustworthiness compared to TD children. These lower priors indicate that children believed the trustees to be less trustworthy. Lower priors scaled with lower social skills across groups. Notably, groups did not differ in prior uncertainty, meaning that the priors of TD and autistic children were equally strong. Taken together, we found significant development in information sampling and cooperation in early adolescence and nuanced differences between TD and autistic children. Our study highlights the importance of deep phenotyping of children including clinical measures, behavioral experiments and computational modeling. RESEARCH HIGHLIGHTS: We specified how early adolescents with and without an autism diagnosis sampled information about their interaction partners and made cooperation decisions in a strategic game. Early adolescence is a significant developmental period for strategic decision making, marked by significant changes in information sampling efficiency and adaptivity to the partner's behavior. Autistic and non-autistic groups differed in how age and social skills modulated task behavior; in non-autistic children behavior was more indicative of overall social skills. Computational modeling revealed differences between autistic and non-autistic groups in their initial beliefs about cooperation partners; autistic children expected their partners to be less trustworthy.
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Affiliation(s)
- Wenda Liu
- Department of Psychological and Brain Sciences, George Washington University, Washington, District of Columbia, USA
- Autism and Neurodevelopmental Disorders Institute, George Washington University and Children's National Medical Center, Washington, District of Columbia, USA
| | - Nikita Shah
- Department of Psychological and Brain Sciences, George Washington University, Washington, District of Columbia, USA
- Autism and Neurodevelopmental Disorders Institute, George Washington University and Children's National Medical Center, Washington, District of Columbia, USA
| | - Ili Ma
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, Netherlands
- Leiden Institute for Brain and Cognition, Leiden, Netherlands
| | - Gabriela Rosenblau
- Department of Psychological and Brain Sciences, George Washington University, Washington, District of Columbia, USA
- Autism and Neurodevelopmental Disorders Institute, George Washington University and Children's National Medical Center, Washington, District of Columbia, USA
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Halsall T, Daley M, Hawke LD, Henderson J, Wilson A, Matheson K. "I Think Peer Support Helps to Demystify People Who Have Mental Health Issues and Helps to Remove That Stigma": Exploring the Defining Characteristics and Related Challenges of Youth Peer Support Through Participatory Research. Community Ment Health J 2024; 60:784-795. [PMID: 38430287 DOI: 10.1007/s10597-024-01235-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/15/2023] [Accepted: 01/09/2024] [Indexed: 03/03/2024]
Abstract
Despite the emerging body of literature on the benefits of youth peer support, there is also evidence that peer support can have unintended negative impacts on peers themselves. It is important to explore what aspects of the peer role contribute to these difficulties in order to mitigate risks. This paper uses a participatory approach to examine the unique attributes of youth peer practice and the related challenges. We conducted semi-structured interviews and focus groups with both peer and non-peer staff from a community-based youth mental health program that provides peer support services (N = 29). Thematic analyses were completed using QSR NVivo. Analyses capture the defining features and related challenges of the peer support role (self-disclosure, boundaries, role confusion and dynamic recovery), and risk factors that affect peers (stigma, exposure to harm and burnout). This paper contributes to the literature on peer support as well as youth participatory evaluation. The findings will be useful to support the development of improved organizational contexts for peer practice and more effective peer support programming.
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Affiliation(s)
- Tanya Halsall
- University of Ottawa Institute of Mental Health Research at The Royal, 1145 Carling Avenue, Ottawa, ON, K1Z 7K4, Canada.
- Department of Neuroscience, Carleton University, 1125 Colonel By Drive, Ottawa, ON, K1S 5B6, Canada.
| | - Mardi Daley
- LOFT Community Services, 721 Bloor St. W Suite 301, Toronto, ON, M6G 1L5, Canada
| | - Lisa D Hawke
- Centre for Addiction and Mental Health, 1000 Queen St W, Toronto, ON, M6J 1H4, Canada
- Department of Psychiatry, University of Toronto, 250 College Street, Toronto, ON, M5T 1L8, Canada
| | - Jo Henderson
- Centre for Addiction and Mental Health, 1000 Queen St W, Toronto, ON, M6J 1H4, Canada
- Department of Psychiatry, University of Toronto, 250 College Street, Toronto, ON, M5T 1L8, Canada
| | - Anne Wilson
- LOFT Community Services, 721 Bloor St. W Suite 301, Toronto, ON, M6G 1L5, Canada
| | - Kimberly Matheson
- University of Ottawa Institute of Mental Health Research at The Royal, 1145 Carling Avenue, Ottawa, ON, K1Z 7K4, Canada
- Department of Neuroscience, Carleton University, 1125 Colonel By Drive, Ottawa, ON, K1S 5B6, Canada
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Linkiewich D, Dib KC, Forgeron PA, Dick BD, McMurtry CM. Roadmap to the 'Chronic Pain GPS for Adolescents' Intervention: Content and Design Considerations for a Group Peer Support Intervention. Clin J Pain 2024; 40:288-298. [PMID: 38303597 DOI: 10.1097/ajp.0000000000001201] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2023] [Accepted: 01/16/2024] [Indexed: 02/03/2024]
Abstract
OBJECTIVES A biopsychosocial approach to understanding and treating pain is crucial; however, there are limited socially targeted interventions for adolescents with chronic pain (ACP). Peer support interventions implemented with other populations are associated with positive outcomes. ACPs perceive peer support to have high potential value. This study explored the preferences of ACP regarding the content and design of a group peer support intervention. METHODS Fourteen ACP (M age : 15.21 y; 9 females; 3 males, 1 nonbinary, and 1 gender questioning) completed a virtual interview and survey. Interviews were analyzed using inductive qualitative content analysis, and surveys were analyzed using descriptive statistics. RESULTS Adolescents described how they want to both talk and do activities together within a fun and casual environment with a facilitator present-ideally, someone with lived experience of chronic pain. Preferences were for a medium-sized group intervention that was in-person, at a consistent time on a weekday after school, and semi-structured. Barriers to attending and engaging in the potential group peer intervention were also discussed. DISCUSSION ACPs desire a facilitated socially focused intervention that provides them with the opportunity to spend time with other ACPs. A group peer support environment where ACPs can provide and receive peer support through sharing their experiences with others who understand them as well as engage in activities was described. The findings from this study provide insights for the development of a group peer support intervention.
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Affiliation(s)
| | | | | | - Bruce D Dick
- Department of Anesthesiology and Pain Medicine, Psychiatry & Pediatrics, University of Alberta, Stollery Children's Hospital, Edmonton, AB, Canada
| | - C Meghan McMurtry
- Department of Psychology, University of Guelph, Guelph
- Department of Anesthesia, McMaster Children's Hospital, McMaster University, Hamilton, Ontario, Canada
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10
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Cao J, Yuan W, Xu X, Liu X. Reciprocal Links Between Friendship Quality and Peer Victimization Among Middle Adolescents. J Interpers Violence 2024; 39:2127-2147. [PMID: 38110332 DOI: 10.1177/08862605231218684] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/20/2023]
Abstract
There is a robust association between friendship quality and victimization in adolescence; yet, it remains unclear whether friendship quality may be linked causally with different forms of victimization in middle adolescence. To fill this gap, this study examines the bidirectional associations of friendship quality and relational/verbal victimization with data collected at two time points, 6 months apart, in a sample of 671 middle Chinese adolescents (Mage = 15.63, SDage = 0.73, 49% males). Cross-lagged panel analyses revealed a two-way relationship between friendship quality and victimization, which existed in both verbal and relational victimization. Multi-group panel analyses observed that the cross-lagged associations between friendship quality and relational/verbal victimization were only found for males, but not for females. This result suggests that adolescent males' victimization is both affected by and a predictor of friendship quality, with implications for youth prevention programs.
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Affiliation(s)
- Juan Cao
- Peking University, Beijing, China
| | - Wen Yuan
- Peking University, Beijing, China
| | - Xiaodan Xu
- Beijing Normal University, Beijing, China
| | - Xu Liu
- Beijing Normal University, Beijing, China
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11
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Field NH, Choukas-Bradley S, Giletta M, Telzer EH, Cohen GL, Prinstein MJ. Why adolescents conform to high-status peers: Associations among conformity, identity alignment, and self-esteem. Child Dev 2024; 95:879-894. [PMID: 37966044 PMCID: PMC11023764 DOI: 10.1111/cdev.14038] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2022] [Revised: 10/12/2023] [Accepted: 10/24/2023] [Indexed: 11/16/2023]
Abstract
This study examined whether conformity to high- but not low-status e-confederates was associated with increases in identification with popular peers and subsequent increases in self-esteem. A sample of 250 adolescents (55.1% male; Mage = 12.70 years; 40.3% White, 28.2% Black, 23.4% Hispanic/Latino, and 7.7% multiracial/other) participated in a well-established experimental chat room paradigm where they were exposed to norms communicated by high- and low-status e-confederates. Results revealed that for boys in the high-status condition only, but not girls, the positive relation between conformity and self-esteem was mediated by greater response alignment with popular peers. These findings bolster prior research by suggesting that conformity to popular peers may be partly motivated by drives for self-esteem and alignment with a valued reference group.
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Affiliation(s)
- Nathan H. Field
- Department of Psychology & Neuroscience, University of North Carolina at Chapel Hill, 235 E. Cameron Avenue, Chapel Hill, NC 27599
| | - Sophia Choukas-Bradley
- Department of Psychology, University of Pittsburgh, Sennott Square, 3rd Floor 210 South Bouquet Street, Pittsburgh, PA 15260
| | - Matteo Giletta
- Department of Developmental, Personality and Social Psychology, Ghent University, Henri Dunantlaan 2, 9000 Ghent, Belgium
| | - Eva H. Telzer
- Department of Psychology & Neuroscience, University of North Carolina at Chapel Hill, 235 E. Cameron Avenue, Chapel Hill, NC 27599
| | - Geoffrey L. Cohen
- Department of Psychology, Stanford University, Building 420, 450 Jane Stanford Way, Stanford, CA 94305
| | - Mitchell J. Prinstein
- Department of Psychology & Neuroscience, University of North Carolina at Chapel Hill, 235 E. Cameron Avenue, Chapel Hill, NC 27599
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Wagemaker E, Salemink E, Huizenga HM, Bart HF, Dekkers TJ, Bexkens A. How to support peer resistance in adolescents with mild-to-borderline intellectual disability? Intervention development and feasibility. J Appl Res Intellect Disabil 2024; 37:e13216. [PMID: 38403300 DOI: 10.1111/jar.13216] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2022] [Revised: 01/16/2024] [Accepted: 02/10/2024] [Indexed: 02/27/2024]
Abstract
BACKGROUND Adolescents with mild-to-borderline intellectual disability face peer resistance challenges, risking harmful or dangerous situations. METHOD We designed a peer resistance group intervention at school for adolescents with mild-to-borderline intellectual disability, tested its feasibility (N = 4, Mage = 14.1, MIQ = 78.8), adapted it, and tested it again (N = 6, Mage = 15.0, MIQ = 72.8). RESULTS Study 1 demonstrated feasibility in recruitment, resources, and potential benefits on the distal outcome risk taking. However, attendance, obtained knowledge, and potential benefits on peer resistance, peer problems, and prosocial behaviour were suboptimal. Consequently, study 2 contained more learning by doing and individual lessons, resulting in higher attendance and greater personalization. While potential benefits on improved peer resistance measures were not observed, risk taking improved. CONCLUSIONS Despite finding no potential benefits on peer resistance, running a peer resistance intervention for adolescents with mild-to-borderline intellectual disability at school is considered feasible.
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Affiliation(s)
- Eline Wagemaker
- Department of Psychology, University of Amsterdam, Amsterdam, The Netherlands
- Research Priority Area Yield, University of Amsterdam, Amsterdam, The Netherlands
| | - Elske Salemink
- Department of Clinical Psychology, Utrecht University, Utrecht, The Netherlands
| | - Hilde M Huizenga
- Department of Psychology, University of Amsterdam, Amsterdam, The Netherlands
- Research Priority Area Yield, University of Amsterdam, Amsterdam, The Netherlands
- Amsterdam Brain and Cognition, University of Amsterdam, Amsterdam, The Netherlands
| | - Han F Bart
- De Viaan, Practical Vocational School, Alkmaar, The Netherlands
- SOVON (Public Secondary Education Foundation), Noord-Holland-Noord, The Netherlands
| | - Tycho J Dekkers
- Department of Psychology, University of Amsterdam, Amsterdam, The Netherlands
- Levvel, Academic Center of Child and Adolescent Psychiatry and Specialized Youthcare, Amsterdam, The Netherlands
- Department of Child and Adolescent Psychiatry, University Medical Center Groningen, Groningen, The Netherlands
- Department of Child and Adolescent Psychiatry, Amsterdam University Medical Centers, Amsterdam, The Netherlands
- Accare Child Study Center, Groningen, The Netherlands
| | - Anika Bexkens
- Department of Psychology, Developmental and Educational Psychology, Leiden University, Leiden, The Netherlands
- GGZ Delfland, Delft, The Netherlands
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13
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Bennett A, Clement A, Walton R, Jackson Y, Gabrielli J. Youth Reported Perpetrators of Victimization Within a Foster Care Sample. Child Maltreat 2024; 29:283-296. [PMID: 36907656 DOI: 10.1177/10775595231163452] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
Maltreatment type, severity, and chronicity are predictors of poor youth outcomes, yet youth reported perpetrators of abuse have gone largely unstudied. Little is known about variation in perpetration across youth characteristics (e.g., age, gender, placement type) and abuse features. This study aims to describe youth reported perpetrators of victimization within a foster care sample. 503 youth in foster care (ages 8-21 years) reported on experiences of physical, sexual, and psychological abuse. Follow up questions assessed abuse frequency and perpetrators. Mann-Whitney U Tests were used to compare central tendency differences in number of perpetrators reported across youth characteristics and victimization features. Biological caregivers were commonly endorsed perpetrators of physical and psychological abuse, though youth also reported high levels of peer victimization. For sexual abuse, non-related adults were commonly reported perpetrators, however, youth reported higher levels of victimization from peers. Older youth and youth residing in residential care reported higher numbers of perpetrators; girls reported more perpetrators of psychological and sexual abuse as compared to boys. Abuse severity, chronicity, and number of perpetrators were positively associated, and number of perpetrators differed across abuse severity levels. Perpetrator count and type may be important features of victimization experiences, particularly for youth in foster care.
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Affiliation(s)
- Amanda Bennett
- Department of Clinical and Health Psychology, University of Florida, Gainesville, FL, USA
| | - Alex Clement
- Department of Clinical and Health Psychology, University of Florida, Gainesville, FL, USA
| | - Rachel Walton
- Department of Clinical and Health Psychology, University of Florida, Gainesville, FL, USA
| | - Yo Jackson
- Department of Psychology, Pennsylvania State University, University Park, PA, USA
| | - Joy Gabrielli
- Department of Clinical and Health Psychology, University of Florida, Gainesville, FL, USA
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14
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Shikarpurya S, Fogarty M, Gilson CB, Benzel M, Fletcher KE, Osburn C, Villarreal A, Tassin A. Peer perspectives on friendships among peers with and without intellectual and developmental disabilities: A pilot mixed methods study. J Appl Res Intellect Disabil 2024; 37:e13224. [PMID: 38504527 DOI: 10.1111/jar.13224] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/03/2023] [Revised: 02/25/2024] [Accepted: 02/27/2024] [Indexed: 03/21/2024]
Abstract
BACKGROUND The benefits of friendships among peers with and without intellectual and developmental disabilities are well supported by research. However, little is known about the nature of these inclusive friendships in inclusive college courses. METHOD We explored the perspectives of peers on the development of authentic friendships among peers with and without intellectual and developmental disabilities in inclusive college courses in the United States. We used a sequential, explanatory, transformative mixed methods-grounded theory research design. We integrated quantitative (N = 44) and qualitative (N = 8) findings using blended analysis to inform a preliminary grounded theory of inclusive and reciprocal friendships. RESULTS Quantitative findings suggest two relationships and one predictor of peers' perceived social engagement. Qualitative findings resulted in five themes that promote friendships. CONCLUSIONS We propose that the context for developing inclusive friendships could be fostered using the preparation and actions stages of the grounded theory model.
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Affiliation(s)
- Sehrish Shikarpurya
- Department of Counseling, Higher Education and Special Education, University of Maryland, College Park, Maryland, USA
| | - Melissa Fogarty
- Department of Educational Psychology, Texas A&M University, College Station, Texas, USA
| | - Carly B Gilson
- Department of Educational Studies, The Ohio State University, Columbus, Ohio, USA
| | - Megan Benzel
- Department of Educational Psychology, Texas A&M University, College Station, Texas, USA
| | - Katherine E Fletcher
- Department of Educational Psychology, Texas A&M University, College Station, Texas, USA
| | - Courtney Osburn
- Department of Educational Psychology, Texas A&M University, College Station, Texas, USA
| | - Alexis Villarreal
- Department of Educational Psychology, Texas A&M University, College Station, Texas, USA
| | - Abigail Tassin
- Department of Educational Psychology, Texas A&M University, College Station, Texas, USA
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15
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Steenekamp BL, Barker SL. Exploring the Experiences of Compassion Fatigue Amongst Peer Support Workers in Homelessness Services. Community Ment Health J 2024; 60:772-783. [PMID: 38285087 PMCID: PMC11001661 DOI: 10.1007/s10597-024-01234-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/29/2023] [Accepted: 01/09/2024] [Indexed: 01/30/2024]
Abstract
Peer support workers have lived experiences of the challenges their clients face. While research has shown peer work can benefit recovery, the negative consequences have not been clearly addressed. This study aimed to explore the experiences of compassion fatigue amongst peer support workers in homelessness services, and the coping strategies used. An explorative qualitative design was adopted. Six peer support workers, in homelessness services, were recruited via snowball sampling. Data was collected using semi-structured interviews and analysed using thematic analysis. Five themes were identified: relentless nature of working in homelessness services, change, making meaning of past experiences, organisational support, and personal coping strategies. There were two novel findings: (1) multiple clients recounting traumatic experiences, and (2) being unfairly blamed for lack of progress, exacerbating compassion fatigue. The findings of this study furthers limited research on compassion fatigue and can be used to develop protocols and practices for organisations that utilise peer support.
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16
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Randall MG, Horn BP, Crisanti AS. The Economic Effect of Peer Recovery Support Services: A Review of the Literature. Community Ment Health J 2024; 60:826-831. [PMID: 38019371 DOI: 10.1007/s10597-023-01212-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/27/2023] [Accepted: 11/16/2023] [Indexed: 11/30/2023]
Abstract
Peer Recovery Support Services (PRSS) have the potential to be an economically valuable intervention. To investigate this potential, we conducted a scoping review to summarize existing research on the economic impact of PRSS. We searched relevant electronic databases for peer-reviewed articles and grey literature between January 2000 and February 2023 that examined an economic outcome related to PRSS. Following a comprehensive search, screening, and full-text evaluation, eight articles were selected for review. The majority of the studies we identified focused on healthcare cost-avoidance. Some studies supported PRSS as a method of avoiding costly medical services, while others had mixed results. Our scoping review revealed limited studies addressing cost savings associated with PRSS and further research on the economic impact of PRSS is warranted.
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Affiliation(s)
| | - Brady P Horn
- Department of Economics and the Center on Alcoholism, Substance Use and Addictions (CASAA), University of New Mexico, Albuquerque, NM, USA
| | - Annette S Crisanti
- Department of Psychiatry and Behavioral Sciences Health, Sciences Center, University of New Mexico, Albuquerque, NM, USA
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17
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Chai Q, Yin J, Shen M, He J. Act generously when others do so: Majority influence on young children's sharing behavior. Dev Sci 2024; 27:e13472. [PMID: 38197517 DOI: 10.1111/desc.13472] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2023] [Revised: 12/08/2023] [Accepted: 12/16/2023] [Indexed: 01/11/2024]
Abstract
Children's sharing behavior is profoundly shaped by social norms within their society, and they can learn these norms by directly observing how most others share in their immediate environment. Here we systematically investigated the impact of majority influence on the sharing behavior of young Chinese children through three studies (N = 336, 168 girls). Four- and 6-year-olds were allowed to choose 10 favorite stickers and had an opportunity to engage in anonymous sharing. Before making the sharing decision, children were assigned to one of two conditions: watching a video in which three peers all shared 8 out of 10 stickers (i.e., the majority sharing condition) or making their decisions without watching the video (i.e., the control condition). Results showed that both the 4- and 6-year-old children shared more stickers in the majority sharing condition than in the control condition (Studies 1 & 2). Moreover, the influence of the majority had a stronger effect compared to the influence of a single role model. Children shared more stickers after observing three peers sharing, compared to watching one peer sharing three times (Study 2). Furthermore, children were less likely to copy the majority's non-sharing behavior when it came to giving away stickers without prosocial outcomes, which was particularly evident among 4-year-olds (Study 3). The results reveal that majority influence uniquely shapes children's sharing behavior and that children selectively follow the majority based on whether the behavior exhibits prosocial attributes. A video abstract of this article can be viewed at https://youtu.be/8qNNhf9754I?si=7YfpaFpcD_IjlXjJ RESEARCH HIGHLIGHTS: Observing a majority of three peers' unanimous generous sharing promoted sharing behavior in both 4- and 6-year-olds. The influence of three peers on children's sharing was stronger than that of one peer sharing three times. Four-year-olds, but not 6-year-olds, did not copy the non-sharing behavior of the majority as it did not lead to prosocial outcomes.
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Affiliation(s)
- Qiao Chai
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou, China
| | - Jun Yin
- Department of Psychology, Ningbo University, Ningbo, China
| | - Mowei Shen
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou, China
| | - Jie He
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou, China
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18
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Solé E, Roman-Juan J, Sánchez-Rodríguez E, Castarlenas E, Jensen MP, Miró J. School bullying and peer relationships in children with chronic pain. Pain 2024; 165:1169-1176. [PMID: 38015633 DOI: 10.1097/j.pain.0000000000003118] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2023] [Accepted: 10/10/2023] [Indexed: 11/30/2023]
Abstract
ABSTRACT Preliminary evidence suggests that there are significant associations between bullying and chronic pain, as well as between the quality of peer relationships and psychological function in youth with chronic pain. However, these findings have yet to be replicated, and the role that bullying plays in anxiety in children and adolescents with chronic pain has not yet been examined. This study sought to expand our understanding of the associations between measures of bullying and quality of peer relationships and pain-related function domains in a community sample of schoolchildren with chronic pain. One thousand one hundred fifteen schoolchildren participated in this study; 57% were girls, the mean age of the study sample was 11.67 years (SD = 2.47), and 46% reported having chronic pain. Participants completed measures of pain characteristics, pain interference, anxiety, and depressive symptoms, bullying (past and current), and quality of peer relationships. Youth with chronic pain reported a significantly higher percentage of being bullied in the past compared with youth without chronic pain. In the group of youth with chronic pain, the measures of past and current bullying, and quality of peer relationships, were not significantly associated with pain intensity, pain interference, or anxiety. However, having a history of being bullied and the quality of peer relationships were significantly associated with depressive symptom severity. The findings indicate that research to evaluate the potential causal role of bullying and the quality of peer relationships on pain-related function domains in youth with chronic pain is warranted.
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Affiliation(s)
- Ester Solé
- Department of Psychology, Universitat Rovira i Virgili, Unit for the Study and Treatment of Pain-ALGOS, Research Center for Behavior Assessment (CRAMC), Catalonia, Spain
- Institut d'Investigació Sanitària Pere Virgili, Universitat Rovira i Virgili, Catalonia, Spain
| | - Josep Roman-Juan
- Department of Psychology, Universitat Rovira i Virgili, Unit for the Study and Treatment of Pain-ALGOS, Research Center for Behavior Assessment (CRAMC), Catalonia, Spain
- Institut d'Investigació Sanitària Pere Virgili, Universitat Rovira i Virgili, Catalonia, Spain
| | - Elisabet Sánchez-Rodríguez
- Department of Psychology, Universitat Rovira i Virgili, Unit for the Study and Treatment of Pain-ALGOS, Research Center for Behavior Assessment (CRAMC), Catalonia, Spain
- Institut d'Investigació Sanitària Pere Virgili, Universitat Rovira i Virgili, Catalonia, Spain
| | - Elena Castarlenas
- Department of Psychology, Universitat Rovira i Virgili, Unit for the Study and Treatment of Pain-ALGOS, Research Center for Behavior Assessment (CRAMC), Catalonia, Spain
- Institut d'Investigació Sanitària Pere Virgili, Universitat Rovira i Virgili, Catalonia, Spain
| | - Mark P Jensen
- Department of Rehabilitation Medicine, University of Washington, Seattle, WA, United States
| | - Jordi Miró
- Department of Psychology, Universitat Rovira i Virgili, Unit for the Study and Treatment of Pain-ALGOS, Research Center for Behavior Assessment (CRAMC), Catalonia, Spain
- Institut d'Investigació Sanitària Pere Virgili, Universitat Rovira i Virgili, Catalonia, Spain
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Weiste E, Stevanovic M, Uusitalo LL, Toiviainen H. Peer support for accepting distressing reality: Expertise and experience-sharing in psychiatric peer-to- peer group discussions. Health (London) 2024; 28:450-469. [PMID: 36851862 DOI: 10.1177/13634593231156822] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/01/2023]
Abstract
Peer-based interventions are increasingly used for delivering mental health services to help people with an illness re-examine their situation and accept their illness as part of their life story. The role of the peer supporter in these interventions, known as experts-by-experience (EbE), is situated between mutual peer support and semi-professional service delivery, and they face the challenge of balancing an asymmetric, professional relationship with a reciprocal, mutuality-based, equal relationship. This article investigates how EbEs tackle this challenge when responding to clients' stories about their personal, distressing experiences in peer-based groups in psychiatric services. The results show how the EbEs responded to their clients' experience-sharing with two types of turns of talk. In the first response type, the EbEs highlighted reciprocal experience-sharing, nudging the clients toward accepting their illness. This invoked mutual affiliation and more problem-talk from the clients. In the second response type, the EbEs compromised reciprocal experience-sharing and advised clients on how to accept their illness in their everyday lives. This was considered less affiliative in relation to the client's problem description, and the sequence was brought to a close. Both response types involved epistemic asymmetries that needed to be managed in the interaction. Based on our analysis, semi-professional, experience-based expertise involves constant epistemic tensions, as the participants struggle to retain the mutual orientation toward peer-based experience-sharing and affiliation.
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Affiliation(s)
- Elina Weiste
- Finnish Institute of Occupational Health, Finland
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20
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Bhatia A, Lokot M, Kenny L, Mathpati M, Cislaghi B. Honor, violence, and children: A systematic scoping review of global evidence. Child Abuse Negl 2024; 151:106642. [PMID: 38460273 DOI: 10.1016/j.chiabu.2024.106642] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/21/2023] [Revised: 12/13/2023] [Accepted: 01/09/2024] [Indexed: 03/11/2024]
Abstract
BACKGROUND Although the harmful effects of honor-based violence (HBV) against women have been well documented, less is known about how HBV affects children and adolescents. AIMS 1) To describe the contexts, research methods and populations included in research on HBV and children; 2) to outline conceptual and methodological approaches, including definitions of honor; 3) to describe how honor-based practices affect children's experiences of violence. METHODS We searched seven electronic databases using search terms for honor, violence and children which resulted in 7122 unique records. 468 records were selected for full-text review. Articles reporting findings on the effects of honor-based harm or violence against children were included in the final sample for data extraction. We conducted bibliometric and thematic analyses of extracted data. RESULTS In total, 101 articles were included. Most studies were published after 2007, conducted in Europe (n = 46) or in North America (n = 21), and most used qualitative methods (n = 58) followed by quantitative methods (n = 32). In most studies (n = 74) children, especially girls, were included as experiencing HBV or being a victim of homicide related to HBV. A smaller sample of studies (n = 24) included children, especially boys, as perpetrators of HBV. Studies documented the following effects of HBV on children: violence; family rejection and control; homicide or honor killing; forced/early marriage; female genital cutting; gang membership/violence; hymen exam or reconstruction; sex work, or suicide. RECOMMENDATIONS Further research on HBV should be child and youth centered, situated in the Global South, engage with and interview young people directly, and offer recommendations for action.
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Affiliation(s)
- Amiya Bhatia
- Department of Social Policy and Intervention, University of Oxford, United Kingdom.
| | - Michelle Lokot
- Department of Global Health and Development, London School of Hygiene and Tropical Medicine, United Kingdom
| | - Leah Kenny
- Department of Global Health and Development, London School of Hygiene and Tropical Medicine, United Kingdom
| | - Mahesh Mathpati
- Department of Global Health and Development, London School of Hygiene and Tropical Medicine, United Kingdom
| | - Beniamino Cislaghi
- Department of Global Health and Development, London School of Hygiene and Tropical Medicine, United Kingdom
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21
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Shafian S, Ilaghi M, Shahsavani Y, Okhovati M, Soltanizadeh A, Aflatoonian S, Karamoozian A. The feedback dilemma in medical education: insights from medical residents' perspectives. BMC Med Educ 2024; 24:424. [PMID: 38641609 PMCID: PMC11031893 DOI: 10.1186/s12909-024-05398-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/13/2023] [Accepted: 04/05/2024] [Indexed: 04/21/2024]
Abstract
BACKGROUND Feedback is a critical component of the learning process in a clinical setting. This study aims to explore medical residents' perspectives on feedback delivery and identify potential barriers to feedback-seeking in clinical training. METHODS This cross-sectional study involved 180 medical residents across seventeen specialties. We employed the validated Residency Education Feedback Level Evaluation in Clinical Training (REFLECT) tool to assess residents' perspectives on their attitude toward feedback, quality of feedback, perceived importance, and reaction to feedback. Additionally, we explored barriers to feedback-seeking behavior among medical residents. RESULTS The majority of medical residents held positive attitudes toward feedback. They agreed that feedback improves their clinical performance (77.7%), professional behavior (67.2%), and academic motivation (56.7%), while also influencing them to become a better specialist in their future career (72.8%). However, the study revealed critical deficiencies in the feedback process. Only 25.6% of residents reported receiving regular feedback and less than half reported that feedback was consistently delivered at suitable times and locations, was sufficiently clear or included actionable plans for improvement. A minority (32.2%) agreed that faculty had sufficient skills to deliver feedback effectively. Moreover, peer-to-peer feedback appeared to be a primary source of feedback among residents. Negative feedback, though necessary, often triggered feelings of stress, embarrassment, or humiliation. Notably, there were no significant differences in feedback perceptions among different specialties. The absence of a feedback-seeking culture emerged as a central barrier to feedback-seeking behavior in the clinical setting. CONCLUSIONS Establishing shared expectations and promoting a culture of feedback-seeking could bridge the gap between residents' perceptions and faculty feedback delivery. Furthermore, recognizing the role of senior and peer residents as valuable feedback sources can contribute to more effective feedback processes in clinical training, ultimately benefiting resident development and patient care.
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Affiliation(s)
- Sara Shafian
- Department of Medical Education, Education Development Center, Kerman University of Medical Sciences, Kerman, Iran
| | - Mehran Ilaghi
- Department of Medical Education, Education Development Center, Kerman University of Medical Sciences, Kerman, Iran.
- Institute of Neuropharmacology, Kerman Neuroscience Research Center, Kerman University of Medical Sciences, Kerman, Iran.
| | - Yasamin Shahsavani
- Oral and Dental Diseases Research Center, Kerman University of Medical Sciences, Kerman, Iran
| | - Maryam Okhovati
- Medical Informatics Research Center, Institute for Future Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
| | - Adel Soltanizadeh
- Department of Medical Education, Education Development Center, Kerman University of Medical Sciences, Kerman, Iran
| | - Sarah Aflatoonian
- Department of Medical Education, Education Development Center, Kerman University of Medical Sciences, Kerman, Iran
| | - Ali Karamoozian
- Department of Biostatistics and Epidemiology, Kerman University of Medical Sciences, Kerman, Iran
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Amone A, Gabagaya G, Wavamunno P, Rukundo G, Namale-Matovu J, Malamba SS, Lubega I, Homsy J, King R, Nakabiito C, Namukwaya Z, Fowler MG, Musoke P. Enhanced peer-group strategies to support the prevention of mother-to-child HIV transmission leads to increased retention in care in Uganda: A randomized controlled trial. PLoS One 2024; 19:e0297652. [PMID: 38640123 PMCID: PMC11029615 DOI: 10.1371/journal.pone.0297652] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2023] [Accepted: 01/09/2024] [Indexed: 04/21/2024] Open
Abstract
INTRODUCTION Despite the scale-up of Option B+, long-term retention of women in HIV care during pregnancy and the postpartum period remains an important challenge. We compared adherence to clinic appointments and antiretroviral therapy (ART) at 6 weeks, 6, and and 24 months postpartum among pregnant women living with HIV and initiating Option B+. Women were randomized to a peer group support, community-based drug distribution and income-generating intervention called "Friends for Life Circles" (FLCs) versus the standard of care (SOC). Our secondary outcome was infant HIV status and HIV-free survival at 6 weeks and 18 months postpartum. METHODS Between 16 May 2016 and 12 September 2017, 540 ART-naïve pregnant women living with HIV at urban and rural health facilities in Uganda were enrolled in the study at any gestational age. Participants were randomized 1:1 to the unblinded FLC intervention or SOC at enrolment and assessed for adherence to the prevention of mother-to-child HIV transmission (PMTCT) clinic appointments at 6 weeks, 12, and 24 months postpartum, self-reported adherence to ART at 6 weeks, 6 and 24 months postpartum and supported by plasma HIV-1 RNA viral load (VL) measured at the same time points, retention in care through the end of study, and HIV status and HIV-free survival of infants at 18 months postpartum. The FLC groups were formed during pregnancy within 4 months of enrollment and held monthly meetings in their communites, and were followed up until the last group participant reached 24 months post delivery. We used Log-rank and Chi-Square p-values to test the equality of Kaplan-Meier survival probabilities and hazard rates (HR) for failure to retain in care for any reason by study arm. RESULTS There was no significant difference in adherence to PMTCT clinic visits or to ART or in median viral loads between FLC and SOC arms at any follow-up time points. Retention in care through the end of study was high in both arms but significantly higher among participants randomized to FLC (86.7%) compared to SOC (79.3%), p = 0.022. The adjusted HR of visit dropout was 2.4 times greater among participants randomized to SOC compared to FLC (aHR = 2.363, 95% CI: 1.199-4.656, p = 0.013). Median VL remained < 400 copies/ml in both arms at 6 weeks, 6, and 24 months postpartum. Eight of the 431 infants tested at 18 months were HIV positive (1.9%), however, this was not statistically different among mothers enrolled in the FLC arm compared to those in the SOC arm. At 18 months, HIV-free survival of children born to mothers in the FLC arm was significantly higher than that of children born to mothers in the SOC arm. CONCLUSIONS Our findings suggest that programmatic interventions that provide group support, community-based ART distribution, and income-generation activities may contribute to retention in PMTCT care, HIV-free survival of children born to women living with HIV, and ultimately, to the elimination of mother-to-child HIV transmission (EMTCT). TRIAL REGISTRATION NCT02515370 (04/08/2015) on ClinicalTrials.gov.
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Affiliation(s)
- Alexander Amone
- Makerere University-Johns Hopkins University Research Collaboration, Kampala, Uganda
| | - Grace Gabagaya
- Makerere University-Johns Hopkins University Research Collaboration, Kampala, Uganda
| | - Priscilla Wavamunno
- Makerere University-Johns Hopkins University Research Collaboration, Kampala, Uganda
| | - Gordon Rukundo
- Makerere University-Johns Hopkins University Research Collaboration, Kampala, Uganda
| | - Joyce Namale-Matovu
- Makerere University-Johns Hopkins University Research Collaboration, Kampala, Uganda
| | | | - Irene Lubega
- Makerere University-Johns Hopkins University Research Collaboration, Kampala, Uganda
| | - Jaco Homsy
- Institute for Global Health Sciences, University of California, San Francisco, San Francisco, CA, United States of America
| | - Rachel King
- Institute for Global Health Sciences, University of California, San Francisco, San Francisco, CA, United States of America
| | - Clemensia Nakabiito
- Makerere University-Johns Hopkins University Research Collaboration, Kampala, Uganda
| | - Zikulah Namukwaya
- Makerere University-Johns Hopkins University Research Collaboration, Kampala, Uganda
| | - Mary Glenn Fowler
- Makerere University-Johns Hopkins University Research Collaboration, Kampala, Uganda
- Department of Pathology, Johns Hopkins University School of Medicine, Baltimore, MD, United States of America
| | - Philippa Musoke
- Makerere University-Johns Hopkins University Research Collaboration, Kampala, Uganda
- Department of Pediatrics and Child Health, Makerere University College of Health Sciences, Kampala, Uganda
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Le Cunff AL, Giampietro V, Dommett E. Neurodiversity and cognitive load in online learning: A focus group study. PLoS One 2024; 19:e0301932. [PMID: 38626101 PMCID: PMC11020716 DOI: 10.1371/journal.pone.0301932] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2023] [Accepted: 03/24/2024] [Indexed: 04/18/2024] Open
Abstract
It is widely accepted that cognitive load plays a crucial role in online learning. However, despite neurodevelopmental conditions being the largest category of qualifying disabilities in education, and the rise of online learning, there is little understanding of the factors impacting cognitive load in online learning for neurodivergent students and how these factors differ from those affecting neurotypical students. This study used qualitative comparison groups with neurotypical and neurodivergent students to examine their experiences of cognitive load in online learning. A sample of 26 university students (14 neurotypical and 12 neurodivergent) participated in focus group discussions. While neurodivergent students reported many similar experiences of cognitive load in online learning compared to their neurotypical peers-such as confusion in navigating the content and technical issues-some difficulties were more present for neurodivergent students-such as transcripts including mistakes and inaccessible content presentation-creating additional barriers in effectively engaging with the educational content. The results suggest that neurotypical and neurodivergent students experience similar challenges, albeit to differing degrees of intensity, and that more research is needed to explore the relationship between neurodiversity and cognitive load in online learning.
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Affiliation(s)
- Anne-Laure Le Cunff
- Department of Psychology, Institute of Psychiatry, Psychology & Neuroscience, King’s College London, London, United Kingdom
- Department of Neuroimaging, Institute of Psychiatry, Psychology & Neuroscience, King’s College London, London, United Kingdom
| | - Vincent Giampietro
- Department of Neuroimaging, Institute of Psychiatry, Psychology & Neuroscience, King’s College London, London, United Kingdom
| | - Eleanor Dommett
- Department of Psychology, Institute of Psychiatry, Psychology & Neuroscience, King’s College London, London, United Kingdom
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24
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Collonnaz M, Minary L, Riglea T, Kalubi J, O'Loughlin J, Kestens Y, Agrinier N. Lack of consistency in measurement methods and semantics used for network measures in adolescent health behaviour studies using social network analysis: a systematic review. J Epidemiol Community Health 2024; 78:303-310. [PMID: 38290822 DOI: 10.1136/jech-2023-220980] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2023] [Accepted: 01/21/2024] [Indexed: 02/01/2024]
Abstract
BACKGROUND Social network analysis (SNA) is often used to examine how social relationships influence adolescent health behaviours, but no study has documented the range of network measures used to do so. We aimed to identify network measures used in studies on adolescent health behaviours. METHODS We conducted a systematic review to identify network measures in studies investigating adolescent health behaviours with SNA. Measures were grouped into eight categories based on network concepts commonly described in the literature: popularity, position within the network, network density, similarity, nature of relationships, peer behaviours, social norms, and selection and influence mechanisms. Different subcategories were further identified. We detailed all distinct measures and the labels used to name them in included articles. RESULTS Out of 6686 articles screened, 201 were included. The categories most frequently investigated were peer behaviours (n=201, 100%), position within the network (n=144, 71.6%) and popularity (n=110, 54.7%). The number of measurement methods varied from 1 for 'similarity on popularity' (within the 'similarity' category) to 28 for the 'characterisation of the relationship between the respondent and nominated peers' (within the 'nature of the relationships' category). Using the examples of 'social isolation', 'group membership', 'individuals in a central position' (within the 'position within the network' category) and 'nominations of influential peers' (sub within the 'popularity' category), we illustrated the inconsistent reporting and heterogeneity in measurement methods and semantics. CONCLUSION Robust methodological recommendations are needed to harmonise network measures in order to facilitate comparison across studies and optimise public health intervention based on SNA.
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Affiliation(s)
| | | | - Teodora Riglea
- Centre de recherche du Centre hospitalier de l'Université de Montréal (CRCHUM), Montréal, Quebec, Canada
- École de Santé Publique de l'Université de Montréal, Département de médecine sociale et préventive, Montréal, Quebec, Canada
| | - Jodi Kalubi
- Centre de recherche du Centre hospitalier de l'Université de Montréal (CRCHUM), Montréal, Quebec, Canada
- École de Santé Publique de l'Université de Montréal, Département de médecine sociale et préventive, Montréal, Quebec, Canada
- Centre de recherche en santé publique (CReSP), Université de Montréal & CIUSSS du Centre-Sud-de-l'Île-de-Montréal, Université de Montréal, Montréal, Quebec, Canada
| | - Jennifer O'Loughlin
- Centre de recherche du Centre hospitalier de l'Université de Montréal (CRCHUM), Montréal, Quebec, Canada
- École de Santé Publique de l'Université de Montréal, Département de médecine sociale et préventive, Montréal, Quebec, Canada
| | - Yan Kestens
- École de Santé Publique de l'Université de Montréal, Département de médecine sociale et préventive, Montréal, Quebec, Canada
- Centre de Recherche en Santé Publique (CReSP), Université de Montréal (UdeM), Montréal, Québec, QC, Canada
| | - Nelly Agrinier
- Université de Lorraine, Inserm, INSPIIRE, Nancy, France
- CHRU-Nancy, INSERM, Université de Lorraine, CIC-EC, Epidémiologie Clinique, Nancy, France
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Carter GG. Modeling the evolution and formation of animal friendship. Proc Natl Acad Sci U S A 2024; 121:e2403318121. [PMID: 38547080 PMCID: PMC11009671 DOI: 10.1073/pnas.2403318121] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/02/2024] Open
Affiliation(s)
- Gerald G. Carter
- Department of Evolution, Ecology, and Organismal Biology, The Ohio State University, Columbus, OH43210
- Smithsonian Tropical Research Institute0843-03092Balboa, Ancón, Panama
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Espinoza F, Young A, Dodds C. Political participation among deaf youth in Great Britain. PLoS One 2024; 19:e0301053. [PMID: 38573942 PMCID: PMC10994419 DOI: 10.1371/journal.pone.0301053] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2023] [Accepted: 03/10/2024] [Indexed: 04/06/2024] Open
Abstract
Variations in political participation are linked to demographic factors, socioeconomic disparities, and cultural-ethnic diversity. Existing research has primarily explored reduced political involvement among individuals with disabilities, particularly in electoral politics. However, little research has attended the involvement of deaf people specifically. This is of interest because deaf youth are at an intersection of disability, language and cultural identity with their language affiliations and rejection or acceptance of disability evolving through childhood. This study draws from original data collected via an online survey, comprising 163 deaf young respondents aged 16-19 in Great Britain. We compare their levels of political participation with those of general population peers to explore how sociodemographic factors, alongside variations in self-identification as deaf, and meaningful interactions with other deaf people contribute to explain their political engagement. The results challenge conventional wisdom by demonstrating that deaf youth participate more actively in politics than their hearing peers in various forms of political involvement, including collective, contact, and institutional activism. We also recognize differences among deaf youth and propose that social aspects of identity formation, particularly embracing a deaf identity and having deaf friends, can boost certain forms of political engagement. In summary, this study underscores the importance of acknowledging the diversity of deaf youth in terms of affiliation with various forms of deaf identity, rendering their experience different from both disabled and hearing youth. By identifying the factors driving heightened political participation, policymakers and advocates can develop strategies to enhance political engagement among all young people, regardless of their hearing status.
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Affiliation(s)
- Francisco Espinoza
- Department of Politics, School of Social Sciences, The University of Manchester, Manchester, United Kingdom
- Social Research with Deaf People (SORD), Division of Nursing, Midwifery and Social Work, The University of Manchester, Manchester, United Kingdom
| | - Alys Young
- Social Research with Deaf People (SORD), Division of Nursing, Midwifery and Social Work, The University of Manchester, Manchester, United Kingdom
| | - Claire Dodds
- Social Research with Deaf People (SORD), Division of Nursing, Midwifery and Social Work, The University of Manchester, Manchester, United Kingdom
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27
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Botta R, Blanco G, Schaerer CE. Discipline and punishment in panoptical public goods games. Sci Rep 2024; 14:7903. [PMID: 38570552 PMCID: PMC10991498 DOI: 10.1038/s41598-024-57842-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2023] [Accepted: 03/22/2024] [Indexed: 04/05/2024] Open
Abstract
In Public Goods Games (PGG), the temptation to free-ride on others' contributions poses a significant threat to the sustainability of cooperative societies. Therefore, societies strive to mitigate this through incentive systems, employing rewards and punishments to foster cooperative behavior. Thus, peer punishment, in which cooperators sanction defectors, as well as pool punishment, where a centralized punishment institution executes the punishment, is deeply analyzed in previous works. Although the literature indicates that these methods may enhance cooperation on social dilemmas under particular contexts, there are still open questions, for instance, the structural connection between graduated punishment and the monitoring of public goods games. Our investigation proposes a compulsory PGG framework under Panoptical surveillance. Inspired by Foucault's theories on disciplinary mechanisms and biopower, we present a novel mathematical model that scrutinizes the balance between the severity and scope of punishment to catalyze cooperative behavior. By integrating perspectives from evolutionary game theory and Foucault's theories of power and discipline, this research uncovers the theoretical foundations of mathematical frameworks involved in punishment and discipline structures. We show that well-calibrated punishment and discipline schemes, leveraging the panoptical effect for universal oversight, can effectively mitigate the free-rider dilemma, fostering enhanced cooperation. This interdisciplinary approach not only elucidates the dynamics of cooperation in societal constructs but also underscores the importance of integrating diverse methodologies to address the complexities of fostering cooperative evolution.
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Affiliation(s)
- Rocio Botta
- Polytechnic School, National University of Asuncion, San Lorenzo, Paraguay.
| | - Gerardo Blanco
- Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
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28
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Dugré JR, Giguère CÉ, Potvin S. The company you keep: The neglected role of affiliating with delinquent friends in the development of the cannabis-violence link. Addict Behav 2024; 151:107939. [PMID: 38141319 DOI: 10.1016/j.addbeh.2023.107939] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2023] [Revised: 12/07/2023] [Accepted: 12/17/2023] [Indexed: 12/25/2023]
Abstract
A growing body of research suggests a potential role of cannabis use on aggressive behaviors. In literature on adolescents, the lack of consideration of important confounders, such as adolescent's affiliation with delinquent peers, limits the possibility to determine whether there might be a direct or indirect link between cannabis use and aggression. Therefore, we sought to examine the effect of delinquent peers on the association between cannabis use and violence. We re-analyzed data from 850 ninth graders who were followed from mid-adolescence to early adulthood. Generalized Estimations Equations (GEE) were conducted to examine whether affiliation with delinquent peers may mediate the relationship between cannabis use and violence. Cross-Lagged Panel Models were also conducted to estimate the directionality of these relationships over time. We additionally tested whether similar relationships may be identifiable when examining rule-breaking behaviors and/or alcohol use. GEE models revealed that both cannabis use and affiliation with delinquent peers were statistically associated with aggressive behaviors. Cannabis use, alcohol use and delinquent peers also predicted rule-breaking behaviors. More precisely, cross-lagged models showed that affiliation with delinquent peers played a partially mediating role in the cannabis-aggression link, and that similar cross-lagged estimates were observed when examining rule-breaking behaviors instead of aggression. Our results indicate that cannabis use may be associated with aggression as well as rule-breaking behaviors, suggesting a broader effect on conduct problems. More importantly, our study highlights the non-negligible role of affiliating with delinquent peers during adolescence.
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Affiliation(s)
- Jules R Dugré
- School of Psychology and Centre for Human Brain Health, University of Birmingham, Birmingham, UK.
| | - Charles-Édouard Giguère
- Research Center of the Institut Universitaire en Santé Mentale de Montréal, Montreal, Canada
| | - Stéphane Potvin
- Research Center of the Institut Universitaire en Santé Mentale de Montréal, Montreal, Canada; Department of Psychiatry and Addictology, Faculty of Medicine, University of Montreal, Montreal, Canada.
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Stahlmann AG, Hopwood CJ, Bleidorn W. Big Five personality traits predict small but robust differences in civic engagement. J Pers 2024; 92:480-494. [PMID: 37066516 DOI: 10.1111/jopy.12838] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/09/2023] [Revised: 03/09/2023] [Accepted: 03/28/2023] [Indexed: 04/18/2023]
Abstract
OBJECTIVE This preregistered study provides robust estimates of the links between Big Five personality traits and civic engagement across different samples and life stages. METHODS We recruited two samples from the United States and United Kingdom (total N = 1593) and measured Big Five domains, Big Five aspects, and six civic engagement indicators: volunteerism, charitable giving, donating blood, posthumous organ donation, political voting, and vaccination. We compared the links between these measures across samples and tested moderation across life stages and several sociodemographic variables. We explored whether these links replicate between self- and peer-reports. RESULTS We found small but robust effects. Agreeable, extraverted, and open/intellectual participants reported more civic engagement, especially volunteerism and charitable giving. Neurotic and conscientious participants mainly reported less civic engagement, especially blood and organ donations. One of the two Big Five aspects often drove these links, such as Compassion in the link between Agreeableness and volunteerism. We found some differences between younger and middle-aged adults. CONCLUSIONS Big Five personality traits predict civic engagement modestly but consistently, with adequate study power being critical to detecting these links. Lower-order traits, such as Big Five aspects, clarify the relationships between traits and engagement. Life stages and sociodemographic variables have limited effects.
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Affiliation(s)
- Alexander G Stahlmann
- Department of Psychology, University of Zurich, Binzmühlestrasse 14, Box 7, Zurich, CH-8050, Switzerland
| | - Christopher J Hopwood
- Department of Psychology, University of Zurich, Binzmühlestrasse 14, Box 7, Zurich, CH-8050, Switzerland
| | - Wiebke Bleidorn
- Department of Psychology, University of Zurich, Binzmühlestrasse 14, Box 7, Zurich, CH-8050, Switzerland
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30
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Cole AL, Simmons VC, Turner BS, Whitehurst R, Tola DH. A Mixed-Methods Exploration of Competencies and Professional Development Needs Among Chief Certified Registered Nurse Anesthetists. AANA J 2024; 92:105-113. [PMID: 38564206] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 04/04/2024]
Abstract
This project sought to explore the experiences, self-perceived preparation, professional development needs, and preferred learning methods of certified registered nurse anesthetists (CRNAs) in a management role. A sample of 10 current chief CRNAs responded to a demographics survey and participated in one-on-one interviews using a 14-question, semi-structured interview framework modified from a previous study. Interview responses were deidentified and qualitatively analyzed for common themes by two content experts and one qualitative analysis expert. Results suggest that CRNAs entering the management field feel somewhat unprepared to perform the administrative tasks associated with their role. Qualitative analysis of interview responses elicited multiple key themes including interpersonal communication and handling crucial conversations, time and organizational management skills, team building and motivation, and financial management skills. Themes related to preferred learning methods of chief CRNAs included mentorship, peer networking, and experiential learning to obtain the required knowledge and skills for the role. The authors recommend incorporating each of the identified themes to guide development of CRNA management-specific educational programs. Establishing such a program will serve to better prepare aspiring CRNA managers and further develop the knowledge and skillset of current chief CRNAs.
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Affiliation(s)
- Austin L Cole
- is a CRNA at Duke Regional Hospital in Durham, North Carolina.
| | - Virginia C Simmons
- is Assistant Dean, Professor and the Program Director of the Duke School of Nursing Nurse Anesthesia Program in Durham, North Carolina.
| | - Barbara S Turner
- is Elizabeth P. Hanes Professor of Nursing at the Duke University School of Nursing in Durham, North Carolina.
| | - Robert Whitehurst
- is the President of Advanced Anesthesia Solutions in Raleigh, North Carolina and serves as the Chairperson for the North Carolina Association of Nurse Anesthetists Political Action Committee.
| | - Denise H Tola
- is a CRNA at Duke University Hospital and a Clinical Associate of the Duke School of Nursing Nurse Anesthesia Program in Durham, North Carolina.
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31
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Szwedo DE, Davis AA, Fowler C, Mikami AY, Allen JP. Social Media Posts from Friends during Late Adolescence as Predictors of Young Adult Physical Health. J Youth Adolesc 2024; 53:784-798. [PMID: 38285161 PMCID: PMC10879299 DOI: 10.1007/s10964-024-01945-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2023] [Accepted: 01/12/2024] [Indexed: 01/30/2024]
Abstract
Although an increasing body of literature has linked social experiences to physical health, research has yet to consider how specific aspects of social experiences taking place on social media during late adolescence may predict future physical health outcomes. This study thus examined qualities of social media posts received from peers at age 21 as predictors of participants' physical health (e.g., Interleukin-6 (inflammation), sleep problems, problems with physical functioning, and BMI) at age 28. Participants included 138 youth (59 men and 79 women); 57% of participants identified as White, 30% as Black/African American, and 13% as from other or mixed racial/ethnic groups. Posts from friends and participants at age 21 characterized by social ties predicted lower levels of future physical health problems, whereas socially inappropriate "faux pas" posts that deviated from peer norms by friends predicted higher levels of physical health problems at age 28. These associations were found after accounting for factors typically associated with physical health outcomes, including participants' baseline social competence, internalizing and externalizing symptoms, alcohol use, observed physical attractiveness, and history of prior hospitalizations. The results of this study suggest the importance of both achieving social integration with peers online and adhering to peer norms in the online domain as key predictors of future physical health.
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Affiliation(s)
- David E Szwedo
- Department of Graduate Psychology, James Madison University, 70 Alumnae Dr./MSC 7401, Harrisonburg, VA, 22807, USA.
| | - Alida A Davis
- Department of Psychology, University of Virginia, P.O Box 400400, Charlottesville, VA, 22904, USA
| | - Caroline Fowler
- Department of Psychology, University of Virginia, P.O Box 400400, Charlottesville, VA, 22904, USA
| | - Amori Yee Mikami
- Department of Psychology, University of British Columbia, 2136 West Mall, Vancouver, BC, V6T 1Z4, Canada
| | - Joseph P Allen
- Department of Psychology, University of Virginia, P.O Box 400400, Charlottesville, VA, 22904, USA
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Somers C, Kevern C, Moore EWG, Centeio EE, Kulik N, Piotter B, Garn A, McCaughtry N. Emotion-Driven Eating and Overeating Among Fourth Graders: The Roles of Body Image, Academic Achievement, and Peer and School Factors. J Sch Health 2024; 94:317-326. [PMID: 37563487 DOI: 10.1111/josh.13381] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/31/2023] [Revised: 07/10/2023] [Accepted: 07/17/2023] [Indexed: 08/12/2023]
Abstract
BACKGROUND Eating patterns such as breakfast consumption and fruit and vegetable intake have been associated with academic achievement and cognitive function. METHOD The purpose of this study was to learn more about psychological (emotion-driven eating) and behavioral (over-eating) eating patterns and motives, and the roles of body image, academic achievement (reading and math), and social supports (peer acceptance and school attachment), among 378 fourth-grade students (55% boys) from 14 classrooms across 6 schools within a large Midwestern urban area. RESULTS Results were analyzed through a 2-group (male and female) path analysis. Boys' overeating (R2 = 9%) was not significantly predicted. Their emotional eating (R2 = 22.2%) was negatively, significantly predicted by peer acceptance and interaction of peer acceptance and school attachment. Girls' overeating (R2 = 13.6%) was negatively, significantly predicted by positive body image. Girls' emotional eating (R2 = 24.1%) was negatively significantly predicted by positive body image, math scores, and peer acceptance. CONCLUSIONS Boys' and girls' eating patterns are differentially affected by their school experiences.
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Affiliation(s)
- Cheryl Somers
- Educational Psychology, Center for Health & Community Impact, Wayne State University, Detroit, MI
| | - Carla Kevern
- Counseling Psychology, Wayne State University, Detroit, MI
| | | | - Erin E Centeio
- Kinesiology & Rehabilitation Science, University of Hawaii, Honolulu, HI
| | - Noel Kulik
- Community Health, Center for Health & Community Impact, Wayne State University, Detroit, MI
| | - Bridget Piotter
- North Central Ohio Educational Services Center, Wayne State University, Detroit, MI
| | - Alex Garn
- Kinesiology, Louisiana State University, Baton Rouge, LA
| | - Nate McCaughtry
- Kinesiology, Health, & Sports Studies, Center for Health & Community, Wayne State University, Detroit, MI
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Peng C, Wang LX, Guo Z, Sun P, Yao X, Yuan M, Kou Y. Bidirectional Longitudinal Associations between Parental Psychological Control and Peer Victimization among Chinese Adolescents: The Mediating Role of Basic Psychological Need Satisfaction. J Youth Adolesc 2024; 53:967-981. [PMID: 38015354 DOI: 10.1007/s10964-023-01910-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2023] [Accepted: 11/15/2023] [Indexed: 11/29/2023]
Abstract
Despite evidence indicating a connection between inappropriate parenting styles and peer victimization, the dynamic processes and mechanisms underlying this link and whether it is consistent across genders and different developmental stages have yet to be explored. To address these gaps, the current 2-year longitudinal study explored the potential bidirectional associations between parental psychological control and peer victimization, as well as the mediating role of adolescent basic psychological need satisfaction. A total of 4,990 adolescents (49.4% boys, Mage T1 = 12.21 years, SDage T1 = 2.60) across different developmental stages (early adolescents, N = 1,819, 49.2% boys, Mage T1 = 9.34 years, SDage T1 = 0.62; middle adolescents, N = 1,525, 50.75% boys, Mage T1 = 12.47 years, SDage T1 = 0.69; late adolescents, N = 1,646, 46.5% boys, Mage T1 = 15.26 years, SDage T1 = 0.50) participated in this three-wave longitudinal survey. The results revealed that parental psychological control was bidirectionally associated with peer victimization. Additionally, basic psychological need satisfaction played the meditating role in this vicious cycle. Further analysis demonstrated interesting developmental differences. Parental psychological control was directly associated with subsequent peer victimization at all three developmental stages, and peer victimization was only directly associated with subsequent parental psychological control in the next year among early adolescents and middle adolescents. The mutual mediating role of basic psychological need satisfaction between parental psychological control and peer victimization was observed exclusively in early adolescents. Both male and female adolescents could be equally affected by these dynamics. This research underscores the reciprocal dynamics inherent in parent-child interactions, intervening in either of these processes (i.e., family, peers, and adolescent basic psychological need satisfaction) may break this destructive cycle.
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Affiliation(s)
- Chonghao Peng
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Institute of Developmental Psychology, Beijing Normal University, Beijing, 100875, China
| | - Lin-Xin Wang
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Institute of Developmental Psychology, Beijing Normal University, Beijing, 100875, China
| | - Zhen Guo
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Institute of Developmental Psychology, Beijing Normal University, Beijing, 100875, China
| | - Peng Sun
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Institute of Developmental Psychology, Beijing Normal University, Beijing, 100875, China
| | - Xiaonan Yao
- School of Education and Psychology, Southwest Minzu University, Chengdu, 610041, China
| | - Mingliang Yuan
- Department of Psychology, School of Humanities and Social Sciences, Anhui Agricultural University, Hefei, 230036, China
| | - Yu Kou
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Institute of Developmental Psychology, Beijing Normal University, Beijing, 100875, China.
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Dai J, Griffin JW, Scherf KS. How is race perceived during adolescence? A meta-analysis of the own-race bias. Dev Psychol 2024; 60:649-664. [PMID: 38483484 DOI: 10.1037/dev0001721] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/26/2024]
Abstract
Adolescence is a critical developmental period that is marked by drastic changes in face recognition, which are reflected in patterns of bias (i.e., superior recognition for some individuals compared to others). Here, we evaluate how race is perceived during face recognition and whether adolescents exhibit an own-race bias (ORB). We conducted a Bayesian meta-analysis to estimate the summary effect size of the ORB across 16 unique studies (38 effect sizes) with 1,321 adolescent participants between the ages of ∼10-22 years of age. This meta-analytic approach allowed us to inform the analysis with prior findings from the adult literature and evaluate how well they fit the adolescent literature. We report a positive, small ORB (Hedges's g = 0.24) that was evident under increasing levels of uncertainty in the analysis. The magnitude of the ORB was not systematically impacted by participant age or race, which is inconsistent with predictions from perceptual expertise and social cognitive theories. Critically, our findings are limited in generalizability by the study samples, which largely include White adolescents in White-dominant countries. Future longitudinal studies that include racially diverse samples and measure social context, perceiver motivation, peer reorientation, social network composition, and ethnic-racial identity development are critical for understanding the presence, magnitude, and relative flexibility of the ORB in adolescence. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
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Affiliation(s)
- Junqiang Dai
- Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill
| | - Jason W Griffin
- Yale Child Study Center, School of Medicine, Yale University
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Courtney AL, Baltiansky D, Fang WM, Roshanaei M, Aybas YC, Samuels NA, Wetchler E, Wu Z, Jackson MO, Zaki J. Social microclimates and well-being. Emotion 2024; 24:836-846. [PMID: 37824222 PMCID: PMC11009067 DOI: 10.1037/emo0001277] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2023]
Abstract
Emotional well-being has a known relationship with a person's direct social ties, including friendships; but do ambient social and emotional features of the local community also play a role? This work takes advantage of university students' assignment to different local networks-or "social microclimates"-to probe this question. Using Least Absolute Shrinkage and Selection Operator (LASSO) regression, we quantify the collective impact of individual, social network, and microclimate factors on the emotional well-being of a cohort of first-year college students. Results indicate that well-being tracks individual factors but also myriad social and microclimate factors, reflecting one's peers and social surroundings. Students who belonged to emotionally stable and tight-knit microclimates (i.e., had emotionally stable friends or resided in densely connected residence halls) reported lower levels of psychological distress and higher levels of life satisfaction, even when controlling for factors such as personality and social network size. Although rarely discussed or acknowledged in the policies that create them, social microclimates are consequential to well-being, especially during life transitions. The effects of microclimate factors are small relative to some individual factors; however, they explain unique variance in well-being that is not directly captured by emotional stability or other individual factors. These findings are novel, but preliminary, and should be replicated in new samples and contexts. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
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Affiliation(s)
| | | | | | | | | | | | | | | | | | - Jamil Zaki
- Department of Psychology, Stanford University
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36
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Wang J, Kaufman T, Mastrotheodoros S, Branje S. The Longitudinal Associations Between Parental Autonomy Support, Autonomy and Peer Resistance. J Youth Adolesc 2024; 53:1015-1027. [PMID: 38066317 DOI: 10.1007/s10964-023-01915-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2023] [Accepted: 11/20/2023] [Indexed: 02/21/2024]
Abstract
Adolescents' autonomy is considered to be shaped within family and peer contexts. However, the specific dynamics of the within-person associations between parental autonomy support, adolescents' general autonomy, and peer resistance over time remain unclear. To address this, random-intercept cross-lagged panel models were employed in a sample of 290 Dutch youth in early adolescence (Mage = 11.58, SD = 0.44 at T1; 49.3% boys) and 220 Dutch youth in middle to late adolescence (Mage = 17.79, SD = 1.47 at T1; 25.0% boys), who were followed over two years across four time points. Results showed that changes in adolescents' general autonomy were concurrently associated with changes in their parental autonomy support and peer resistance at the within-person level. However, these associations were not observed longitudinally over a six-month period. These findings suggest that increases in supportive parenting and peer resistance co-occur with increases in adolescents' autonomy within individuals.
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Affiliation(s)
- Jingyun Wang
- Department of Youth and Family, Utrecht University, Utrecht, The Netherlands.
| | - Tessa Kaufman
- Department of Youth and Family, Utrecht University, Utrecht, The Netherlands
| | - Stefanos Mastrotheodoros
- Department of Youth and Family, Utrecht University, Utrecht, The Netherlands
- Department of Psychology, University of Crete, Crete, Greece
| | - Susan Branje
- Department of Youth and Family, Utrecht University, Utrecht, The Netherlands
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Jenkins MCC, Thomas SC, Stirling E, Fowles T, Srivastava R, Pendo A. Creating a Framework for Physician & APP Leader Development and Peer Collaboration. Qual Manag Health Care 2024; 33:123-126. [PMID: 38546881 DOI: 10.1097/qmh.0000000000000461] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/02/2024]
Affiliation(s)
- Mary Claire C Jenkins
- Author Affiliations: Intermountain Health (Mss Jenkins, Stirling, and Pendo) and Healthcare Delivery Institute, Intermountain Health (Mr Thomas, Dr Fowles, and Mr Srivastava), Murray, Utah
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Lu V, Kumar K. The hidden curriculum of peer teaching in developing a professional identity: Perspectives of medical students and junior doctors. Clin Teach 2024; 21:e13680. [PMID: 37918955 DOI: 10.1111/tct.13680] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2023] [Accepted: 09/21/2023] [Indexed: 11/04/2023]
Abstract
INTRODUCTION Peer teaching has been utilised in the field of medical education to support learning of the curriculum in both pre-clinical and clinical contexts. The literature has shown that there is a hidden curriculum unique to peer teaching, but little is known about this from the peer learner perspective. This study explored the hidden curriculum of peer teaching and from the perspective of medical students and junior doctors. METHODS Data was collected via one-on-one interviews with 10 participants including junior doctors and medical students (n = 10). The interviews were transcribed, and thematic analysis was used to interpret the data. RESULTS Five themes were identified in relation to the hidden curriculum of peer teaching-specifically, learning how to be a professional; be a better learner; to care for self and others; to navigate career pathways; and to become a future teacher. CONCLUSION Peer teaching is a powerful resource for professional identity development in medicine and can be better leveraged to deliver on this potential.
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Affiliation(s)
- Victoria Lu
- College of Medicine and Public Health, Flinders University, Adelaide, South Australia, Australia
| | - Koshila Kumar
- College of Medicine and Public Health, Flinders University, Adelaide, South Australia, Australia
- Division of Learning and Teaching, Charles Sturt University, Bathurst, New South Wales, Australia
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Fatta LM, Bianchi D, Laugeson EA, Veytsman E, Romano G, Laghi F, Scattoni ML. Enhancing social outcomes in autistic youth: Assessing the impact of PEERS® booster sessions. Res Dev Disabil 2024; 147:104698. [PMID: 38401194 DOI: 10.1016/j.ridd.2024.104698] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/19/2023] [Revised: 02/02/2024] [Accepted: 02/13/2024] [Indexed: 02/26/2024]
Abstract
BACKGROUND The Program for the Education and Enrichment of Relational Skills (PEERS®) is a social skills training program for autistic adolescents and those facing social challenges. Its efficacy has been established worldwide, including in Italy. Although booster interventions are a potentially valuable strategy to maintain improvements over time, there is currently no research on the efficacy of providing booster sessions of PEERS® following the traditional treatment. AIMS This study aims to evaluate the efficacy of PEERS® Booster sessions in a sample who had previously participated in a traditional PEERS® Adolescent program. METHODS AND PROCEDURES A longitudinal non-randomized study was conducted involving 21 autistic adolescents, divided into the treatment group undergoing PEERS® Booster sessions and the control group without it. OUTCOMES AND RESULTS The study evaluated the primary outcomes (social abilities) and secondary outcomes (co-occurrences, executive functions) at two-time points (pre- and post-treatment). No significant differences were found between groups on baseline measures and primary outcomes. However, there were significant group differences between pre- and post-treatment on primary outcomes (social awareness and social communication) and secondary outcomes (externalizing problems). CONCLUSIONS AND IMPLICATIONS The efficacy of the PEERS® Booster Sessions shows promise and clinical implications were also discussed.
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Affiliation(s)
- Laura Maria Fatta
- Research Coordination and Support Service, Istituto Superiore di Sanità, Viale Regina Elena 299, 00161 Rome, Italy; Department of Developmental and Social Psychology, Sapienza University of Rome, Via dei Marsi 78, 00185 Rome, Italy.
| | - Dora Bianchi
- Department of Developmental and Social Psychology, Sapienza University of Rome, Via dei Marsi 78, 00185 Rome, Italy
| | | | | | | | - Fiorenzo Laghi
- Department of Developmental and Social Psychology, Sapienza University of Rome, Via dei Marsi 78, 00185 Rome, Italy
| | - Maria Luisa Scattoni
- Research Coordination and Support Service, Istituto Superiore di Sanità, Viale Regina Elena 299, 00161 Rome, Italy
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Doty JE, Thompson NE. Does regular attendance in supplemental virtual near-peer tutoring in anatomy laboratory content improve anatomy performance for medical students? Anat Sci Educ 2024; 17:455-461. [PMID: 38183170 DOI: 10.1002/ase.2376] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/25/2023] [Revised: 12/14/2023] [Accepted: 12/15/2023] [Indexed: 01/07/2024]
Abstract
Near-peer tutoring (NPT) programs are popular vehicles to supplement traditional delivery of medical school curricula, including for anatomy laboratory (AL) content. While NPT programs can result in improved preclinical coursework performance for tutees, little to no data specifically show a benefit of NPT in AL course performance. In 2021, NYIT College of Osteopathic Medicine launched an NPT program where qualified second-year students led group tutoring sessions for first-year students. This study investigated whether participation and level of attendance in AL NPT sessions were associated with greater examination-to-examination improvement in AL performance. Student attendance at AL sessions in the NPT program was categorized as either regular (10 or more sessions), moderate (5-9 sessions), infrequent (1-4 sessions), or never during one semester. For the first 2 years of the NPT program, attendance frequency at AL tutoring sessions had a significant impact on average exam-to-exam improvement (p < 0.05). Overall, students who attended tutoring at any frequency had greater exam-to-exam improvement than students who never attended (p < 0.05). However, this trend was only significant in 1 of 2 years investigated. These data show that NPT programs can, though not uniformly, benefit student outcomes in AL coursework. With these data, this study provides additional details on the level of attendance necessary for expected improvements in AL coursework.
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Affiliation(s)
- Julie E Doty
- NYIT College of Osteopathic Medicine, Old Westbury, New York, USA
| | - Nathan E Thompson
- Department of Anatomy, NYIT College of Osteopathic Medicine, Old Westbury, New York, USA
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Castedo de Martell S, Wilkerson JM, Howell J, Brown HS, Ranjit N, Holleran Steiker L, McCurdy SA. The peer to career pipeline: An observational study of peer worker trainee characteristics and training completion likelihood. J Subst Use Addict Treat 2024; 159:209287. [PMID: 38160878 PMCID: PMC10947928 DOI: 10.1016/j.josat.2023.209287] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/25/2023] [Revised: 11/06/2023] [Accepted: 12/25/2023] [Indexed: 01/03/2024]
Abstract
INTRODUCTION Peer recovery support services (PRSS) for substance use disorder (SUD) are a flexible and evidence-based intervention employed across multiple settings and for a variety of populations. These services have expanded over the past two decades, but there is little research on recruitment and training of prospective peer workers - the peer to career pipeline. This study observed training outcomes for applicants to a peer worker scholarship program in Texas. METHODS A total of 448 participants provided baseline personal history information, and a subset of participants (n = 239) completed optional psychosocial surveys. Logistic regression analysis tested associations of personal history and psychosocial variables with three training stage completion outcomes: classroom training completion, placement at an internship site, and full certification. RESULTS The greatest decline in advancement between stages occurred in the transition between classroom training (78.1 % of participants completed) and internship placement (43.3 % of participants completed). Participants were diverse in terms of race/ethnicity and life experiences salient to the peer worker role, but Hispanic/Latinx peer workers were under-represented. Past work with a SUD peer worker, age, and having a bachelor's degree were each positively associated with training stage completion across multiple models, while having basic technological access, being a woman, and veteran status were each positively associated with training stage completion in only one model. Years since recovery initiation date, non-monosexual orientation, White race, and quality of life were each negatively associated with training stage completion in only one model. CONCLUSIONS The existing peer workforce may be a key source of recruitment for new peer workers; thus retention of existing workers is key to ensuring continued expansion of these services. Additional support may be required to recruit and retain younger peer worker trainees, men trainees, Hispanic/Latinx trainees, trainees who lack basic technological access, or trainees without bachelor's degrees. Unanswered questions about the peer workforce remain and must be addressed to ensure that an appropriately diverse workforce is recruited, that disparities in training outcomes are minimized or prevented, and that existing peer workers are well-supported.
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Affiliation(s)
- Sierra Castedo de Martell
- The University of Texas Health Science Center at Houston, School of Public Health, 7000 Fannin, Suite 1880, Houston, TX 77030, USA; Chestnut Health Systems, 1003 Martin Luther King Jr. Dr., Bloomington, IL 61701, USA.
| | - J Michael Wilkerson
- The University of Texas Health Science Center at Houston, School of Public Health, 7000 Fannin, Suite 1880, Houston, TX 77030, USA.
| | | | - H Shelton Brown
- The University of Texas Health Science Center at Houston, School of Public Health, 7000 Fannin, Suite 1880, Houston, TX 77030, USA.
| | - Nalini Ranjit
- The University of Texas Health Science Center at Houston, School of Public Health, 7000 Fannin, Suite 1880, Houston, TX 77030, USA.
| | - Lori Holleran Steiker
- The University of Texas at Austin, Steve Hicks School of Social Work and School of Undergraduate Studies, 110 Inner Campus Drive, Austin, TX 78705, USA.
| | - Sheryl A McCurdy
- The University of Texas Health Science Center at Houston, School of Public Health, 7000 Fannin, Suite 1880, Houston, TX 77030, USA.
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Steenberghs N, Lavrijsen J, Kiuru N, Verschueren K. Peer Influences on (Dis)Engagement in Early Adolescence: the Role of Friendship, Social Status, and Academic Status. J Youth Adolesc 2024; 53:940-954. [PMID: 37957459 DOI: 10.1007/s10964-023-01895-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2023] [Accepted: 10/19/2023] [Indexed: 11/15/2023]
Abstract
Academic engagement in adolescence is shaped by influences from the peer environment, yet the types of peers impacting engagement remain unclear. This study explores the roles of friends, popular students, and intelligent students in shaping peers' behavioral and emotional (dis)engagement. Data were analyzed from 3409 Flemish eighth-grade students (Mage = 13.48 years, SD = 0.46, 50.09% female), utilizing self-reports and peer nominations to measure (dis)engagement and map friendship, popularity, and intelligence networks in the fall and spring. Longitudinal network analysis revealed that, while accounting for selection and network structure, friends influenced all dimensions of engagement. Popular students influenced emotional disengagement, and intelligent students impacted emotional engagement. These findings underscore the intricate nature of peer dynamics, highlighting the need for a multidimensional approach to studying peer influences on engagement.
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Affiliation(s)
- Nina Steenberghs
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium.
| | - Jeroen Lavrijsen
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Noona Kiuru
- Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
| | - Karine Verschueren
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
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Bureau R, Clément C. "Survival classes for a neurotypical world": What French autistic adults want and need after receiving an autism diagnosis. Autism 2024; 28:843-853. [PMID: 37345517 DOI: 10.1177/13623613231183071] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/23/2023]
Abstract
LAY ABSTRACT Adults receiving an autism diagnosis might not react the same depending on their countries or cultures. We also know that autistic people are rarely asked what they think would be best for them following this diagnosis. In this study, we asked 12 French autistic adults about their experiences of receiving an autism diagnosis as well as what they thought might be useful afterwards. Overall, we found that some experiences were similar to experiences related by English or American participants, but some were specific to the French culture, suggesting that such research should expand into new territories and cultures, especially non-European ones. Our participants also had quite a few ideas as to what would be useful for people in the same situation. Some of the suggestions can be put into action by peers and professionals alike, while others are wishes relating to how our participants would like society to behave toward them and people like them, for example. This article allows for a better comprehension of how cultural differences can impact the experience of receiving an autism diagnosis as an adult and provides some insight into what these adults want and desire following such a diagnosis.
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Affiliation(s)
- Raven Bureau
- Université de Strasbourg, France
- Groupement d'Intérêt Scientifique Autisme et TND, France
| | - Céline Clément
- Université de Strasbourg, France
- Groupement d'Intérêt Scientifique Autisme et TND, France
- Strasbourg Translational Research on the Autism Spectrum & Neurodevelopmental Disorders (STRAS&ND), France
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O'Brien A, Murphy L, Hunt A, Dwyer D, Hunter A. A co-created multimethod evaluation of recovery education in Ireland. Health Expect 2024; 27:e13937. [PMID: 38549203 PMCID: PMC10978797 DOI: 10.1111/hex.13937] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2023] [Revised: 11/17/2023] [Accepted: 11/27/2023] [Indexed: 04/01/2024] Open
Abstract
BACKGROUND This paper aims to explore the impact of recovery education on recovery knowledge, attitudes and the quality of life of students undertaking recovery education, contributing to the evidence base in relation to the impact of recovery education. It also explores the experiences of all stakeholders involved in the co-facilitation, delivery and participation in recovery education. SETTING AND PARTICIPANTS This study evaluates the experiences of stakeholders involved in the co-facilitation, delivery and participation in recovery education across four recovery colleges in Ireland. Participants included students undertaking recovery education, peer educators, education facilitators, recovery college coordinators and practitioner/service providers. DISCUSSION Findings from the quantitative survey when compared with extant literature suggest that students had a good understanding of recovery education. The social aspect of empowerment for growth and wellbeing was identified through themes relating to co-production and facilitating student learning. Support for equitable access to recovery education, including co-production for both the public and staff, was identified as a challenge for the future. CONCLUSION The findings from both the qualitative and quantitative components of the study show the positive impact of recovery education on stakeholders while acknowledging the need for ongoing support for people working in recovery education and the development of services. In particular, there was a high level of recovery knowledge found in students undertaking recovery education. PATIENT OR PUBLIC CONTRIBUTION This study utilised a co-created study design. From inception a steering group comprising stakeholders (peer educators, recovery education facilitators including past recovery college students and nonpeer staff involved in the co-production of recovery education) directed the conduct of the evaluation. This steering group participated in an iterative process of information sharing, suggestions for evaluation process and language.
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Affiliation(s)
- Ann O'Brien
- Business Information Systems, J. E. Cairnes School of Business & EconomicsUniversity of GalwayGalwayIreland
| | - Louise Murphy
- Department of Nursing and Midwifery, Health Research InstituteUniversity of LimerickLimerickIreland
| | - Amanda Hunt
- East Galway Recovery College (REGARI)RoscommonIreland
| | | | - Andrew Hunter
- School of Nursing and MidwiferyUniversity of GalwayGalwayIreland
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Panaite A, Desroches O, Warren É, Rouly G, Castonguay G, Boivin A. Engaging with peers to integrate community care: Knowledge synthesis and conceptual map. Health Expect 2024; 27:e14034. [PMID: 38567865 PMCID: PMC10989131 DOI: 10.1111/hex.14034] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2023] [Revised: 03/07/2024] [Accepted: 03/18/2024] [Indexed: 04/05/2024] Open
Abstract
CONTEXT Engaging with peers is gaining increasing interest from healthcare systems in numerous countries. Peers are people who offer support by drawing on lived experiences of significant challenges or 'insider' knowledge of communities. Growing evidence suggests that peers can serve as a bridge between underserved communities and care providers across sectors, through their ability to build trust and relationships. Peer support is thus seen as an innovative way to address core issues of formal healthcare, particularly fragmentation of care and health inequalities. The wide body of approaches, goals and models of peer support speaks volumes of such interest. Navigating the various labels used to name peers, however, can be daunting. Similar terms often hide critical differences. OBJECTIVES/BACKGROUND This article seeks to disentangle the conceptual multiplicity of peer support, presenting a conceptual map based on a 3-year knowledge synthesis project involving peers and programme stakeholders in Canada, and international scientific and grey literature. SYNTHESIS/MAIN RESULTS The map introduces six key questions to navigate and situate peer support approaches according to peers' roles, pathways and settings of practice, regardless of the terms used to label them. As a tool, it offers a broad overview of the different ways peers contribute to integrating health and community care. DISCUSSION We conclude by discussing the map's potential and limitations to establish a common language and bridge models, in support of knowledge exchange among practitioners, policymakers and researchers. PATIENT OR PUBLIC CONTRIBUTION Our team includes one experienced peer support worker. She contributed to the design of the conceptual map and the production of the manuscript. More than 10 peers working across Canada were also involved during research meetings to validate and refine the conceptual map.
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Affiliation(s)
- Andreea‐Cătălina Panaite
- Canada Research Chair in Partnership with Patients and CommunitiesCHUM Research CenterMontréalQuébecCanada
| | - Odile‐Anne Desroches
- Canada Research Chair in Partnership with Patients and CommunitiesCHUM Research CenterMontréalQuébecCanada
- School of Public HealthUniversité de MontréalMontréalQuébecCanada
| | - Émilie Warren
- Canada Research Chair in Partnership with Patients and CommunitiesCHUM Research CenterMontréalQuébecCanada
| | - Ghislaine Rouly
- Canada Research Chair in Partnership with Patients and CommunitiesCHUM Research CenterMontréalQuébecCanada
| | - Geneviève Castonguay
- Canada Research Chair in Partnership with Patients and CommunitiesCHUM Research CenterMontréalQuébecCanada
| | - Antoine Boivin
- Canada Research Chair in Partnership with Patients and CommunitiesCHUM Research CenterMontréalQuébecCanada
- School of Public HealthUniversité de MontréalMontréalQuébecCanada
- Department of Family MedicineUniversité de MontréalMontréalQuébecCanada
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Jaffrelot M, Boet S, Floch Y, Garg N, Dubois D, Laparra V, Touffet L, Bould MD. Learning with our peers: peer-led versus instructor-led debriefing for simulated crises, a randomized controlled trial. Korean J Anesthesiol 2024; 77:265-272. [PMID: 38556779 PMCID: PMC10982526 DOI: 10.4097/kja.23317] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2023] [Revised: 01/16/2024] [Accepted: 03/12/2024] [Indexed: 04/02/2024] Open
Abstract
BACKGROUND Although peer-assisted learning is known to be effective for reciprocal learning in medical education, it has been understudied in simulation. We aimed to assess the effectiveness of peer-led compared to instructor-led debriefing for non-technical skill development in simulated crisis scenarios. METHODS Sixty-one undergraduate medical students were randomized into the control group (instructor-led debriefing) or an intervention group (peer debriefer or peer debriefee group). After the pre-test simulation, the participants underwent two more simulation scenarios, each followed by a debriefing session. After the second debriefing session, the participants underwent an immediate post-test simulation on the same day and a retention post-test simulation two months later. Non-technical skills for the pre-test, immediate post-test, and retention tests were assessed by two blinded raters using the Ottawa Global Rating Scale (OGRS). RESULTS The participants' non-technical skill performance significantly improved in all groups from the pre-test to the immediate post-test, with changes in the OGRS scores of 15.0 (95% CI [11.4, 18.7]) in the instructor-led group, 15.3 (11.5, 19.0) in the peer-debriefer group, and 17.6 (13.9, 21.4) in the peer-debriefee group. No significant differences in performance were found, after adjusting for the year of medical school training, among debriefing modalities (P = 0.147) or between the immediate post-test and retention test (P = 0.358). CONCLUSIONS Peer-led debriefing was as effective as instructor-led debriefing at improving undergraduate medical students' non-technical skill performance in simulated crisis situations. Peer debriefers also improved their simulated clinical skills. The peer debriefing model is a feasible alternative to the traditional, costlier instructor model.
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Affiliation(s)
- Morgan Jaffrelot
- University of Ottawa Skills and Simulation Center and Academy for Innovation in Medical Education, University of Ottawa, Ottawa, ON, Canada
- Simulation Center, University of Western Brittany and University Hospital of Brest, Brest, France
- Education and Health Promotion Laboratory EA 3412, Paris 13-Sorbonne Paris Cité University, France
| | - Sylvain Boet
- Department of Anesthesiology and Pain Medicine, The Ottawa Hospital, Ottawa, ON, Canada
- The Ottawa Hospital Research Institute, Ottawa, ON, Canada
- Department of Innovation in Medical Education, Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada
- Institut du Savoir Montfort, Ottawa, ON, Canada
| | - Yolande Floch
- Simulation Center, University of Western Brittany and University Hospital of Brest, Brest, France
| | - Nitan Garg
- Department of Anesthesiology and Pain Medicine, The Ottawa Hospital, Ottawa, ON, Canada
| | - Daniel Dubois
- Department of Anesthesiology and Pain Medicine, The Ottawa Hospital, Ottawa, ON, Canada
| | - Violaine Laparra
- Simulation Center, University of Western Brittany and University Hospital of Brest, Brest, France
| | - Lionel Touffet
- Simulation Center, University of Western Brittany and University Hospital of Brest, Brest, France
| | - M. Dylan Bould
- The Ottawa Hospital Research Institute, Ottawa, ON, Canada
- Department of Innovation in Medical Education, Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada
- Department of Pediatric Anesthesia, Children's Hospital of Eastern Ontario, Ottawa, ON, Canada
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Lamash L, Fogel Y, Hen-Herbst L. Adolescents' social interaction skills on social media versus in person and the correlations to well-being. J Adolesc 2024; 96:501-511. [PMID: 37690068 DOI: 10.1002/jad.12244] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/03/2023] [Revised: 08/11/2023] [Accepted: 08/25/2023] [Indexed: 09/12/2023]
Abstract
INTRODUCTION High-quality social interactions with peers could protect adolescents' mental health, resilience, and well-being. Assessing their social interaction skills (SIS) is essential to enhancing them. However, few instruments provide information about SIS in in-person and social media environments. The SIS Questionnaire (SISQ) was developed to fill this gap, spotlighting adolescents' viewpoints on SIS in both environments. This study aimed to describe the SISQ development and psychometric properties, differences in adolescents' SIS in both environments, and relationships between the adolescents' SIS and subjective well-being. METHODS A total of 214 typically developed adolescents aged 12-18 (M = 15.3 years, SD = 1.77; 61.2% girls) completed online questionnaires (demographic, SISQ, and Five Well-Being Index). We used exploratory factor analysis for construct validity, Cronbach's alpha for internal reliability, t-tests for differences in SIS, Cohen's d for effect sizes, and Pearson correlations and hierarchical regression for relationships between SIS and well-being. RESULTS The SISQ has content validity and a monofactorial scale construct validity with very good internal reliability. Participants rated their in-person SIS significantly higher than on social media, t(213) = -5.24, p < 0.001, d = 0.36, and the in-person environment as more important, t(213) = -11.57, p < 0.001, d = 0.79, than the social media environment. A significant correlation was found between both in-person SIS (r = 0.41, p < 0.001) and social media (r = 0.34, p < 0.01) and well-being. CONCLUSION The SISQ is a valid, reliable tool for assessing adolescents' SIS, essential to promoting these skills in this unique environment.
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Affiliation(s)
- Liron Lamash
- Department of Occupational Therapy, University of Haifa, Haifa, Israel
| | - Yael Fogel
- Department of Occupational Therapy, Ariel University, Ariel, Israel
| | - Liat Hen-Herbst
- Department of Occupational Therapy, Ariel University, Ariel, Israel
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Menabò L, Skrzypiec G, Slee P, Guarini A. Victimization and cybervictimization: The role of school factors. J Adolesc 2024; 96:598-611. [PMID: 38073112 DOI: 10.1002/jad.12284] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2023] [Revised: 11/29/2023] [Accepted: 11/29/2023] [Indexed: 04/09/2024]
Abstract
INTRODUCTION Victimization and cybervictimization can negatively affect the subjective experience of well-being. This effect can be mediated by school factors, even if a deep understanding of these factors still needs to be determined. The present study examined how peer network, teacher support, and school connectedness mediated the relationship between victimization, cybervictimization, and well-being. We developed two mediation models, considering victimization (Model 1) and cybervictimization (Model 2) as predictors, well-being as the outcome, peer network, teacher support, and school connectedness as parallel mediators, and gender as a covariate variable. METHODS The sample comprised 563 Italian students (Mage = 11.5; 45% females). Students filled out a purpose-built questionnaire investigating victimization and cybervictimization, peer network, teacher support, school connectedness, and well-being. Two multiple mediation models were run using Process. RESULTS The two models showed similar patterns [Model 1: F(8, 169) = 34.35, p ≤ .001, R2 = .34; Model 2: F(8, 169) = 40.13, p ≤ .001, R2 = .34]. Indeed, victimization (Model 1) and cybervictimization (Model 2) had negative significant effects on peer network, teacher support, and school connectedness. However, their direct effects on well-being were not significant, as peer network and school connectedness emerged as complete mediators between victimization (Model 1) and cybervictimization (Model 2) and well-being. Males displayed higher levels of well-being compared to females. CONCLUSIONS Peer network and school connectedness play a crucial role in mediating the impact of victimization and cybervictimization on well-being. Educators and policymakers should prioritize fostering supportive peer network and strengthening school connectedness to create an environment that mitigates the negative effects of victimization and cybervictimization, enhancing overall student well-being.
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Affiliation(s)
- Laura Menabò
- Department of Psychology "Renzo Canestrari", University of Bologna, Bologna, Italy
| | - Grace Skrzypiec
- Department of Education, Flinders University, Adelaide, Australia
| | - Phillip Slee
- Department of Education, Flinders University, Adelaide, Australia
| | - Annalisa Guarini
- Department of Psychology "Renzo Canestrari", University of Bologna, Bologna, Italy
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Robinson MD, Lindquist JA, Irvin RL. Open-hearted: Preferences for openness in the agreeableness domain. J Pers 2024; 92:378-392. [PMID: 36938754 DOI: 10.1111/jopy.12829] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2022] [Revised: 02/20/2023] [Accepted: 02/22/2023] [Indexed: 03/21/2023]
Abstract
OBJECTIVE Open objects encourage interactivity and closed objects discourage it. Repeated experiences with open and closed objects are thought to give rise to spatial concepts that can be used to represent a variety of entities such as societies, others, and the self. The present investigation pursues the idea that preferring that which is open to that which is closed is more compatible with an agreeable mode of interacting with others. METHOD Three studies (total N = 901) asked participants whether they preferred "open" or "closed" as spatial concepts. Such preferences were linked to variations in agreeableness, peer perceptions, and daily measures of pro-social functioning. RESULTS Open-preferring, relative to closed-preferring, individuals scored higher in agreeableness (Study 1) and were rated by peers as interpersonally warmer (Study 2). Open preferences varied within and across persons in a daily diary protocol and, in both cases, higher levels of open preference were linked to higher levels of pro-social feeling (Study 3). CONCLUSION The findings point to a fundamental component of spatial orientation that plays a significant role in encouraging (open) or discouraging (closed) warm, interactive relations with others.
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Affiliation(s)
- Michael D Robinson
- Department of Psychology, North Dakota State University, Fargo, North Dakota, USA
| | - Jade A Lindquist
- Department of Psychology, North Dakota State University, Fargo, North Dakota, USA
| | - Roberta L Irvin
- Department of Psychology, North Dakota State University, Fargo, North Dakota, USA
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Saylan E, Soyyiğit V. Body image among adolescents: what is its relationship with rejection sensitivity and self-efficacy? Clin Child Psychol Psychiatry 2024; 29:479-492. [PMID: 37421237 DOI: 10.1177/13591045231188411] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 07/10/2023]
Abstract
One of the significant development tasks of the adolescence period steps forth as the satisfaction and acceptance of one's own body. In the meantime, this period distinguishes by the adolescent's intensive need for approval and acceptance by their peers and adults. When adolescents are not accepted or rejected, they may encounter some difficulties. In this context, this study aimed at determining the relationship between body image, rejection sensitivity and self-efficacy among adolescents. The study was carried out based on the correlational design the study group consists of 749 adolescents. The measurement tools were administered to the students who were divided into groups according to grade level by the researchers. Based on the obtained data, a significant negative relationship was identified between body image and self-efficacy while a significant positive relationship was detected between body image and rejection sensitivity. Besides, it was found that body image among adolescents was predicted by rejection sensitivity and self-efficacy. Finally, it was determined that while the interaction effect of gender and self-efficacy on body image was significant, the interaction effect of gender and rejection sensitivity was not significant.
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Affiliation(s)
- Ezgi Saylan
- Department of Educational Sciences, Program of Guidance and Psychological Counselling, Faculty of Education, Artvin Coruh University, Artvin, Turkey
| | - Vesile Soyyiğit
- Department of Educational Sciences, Program of Guidance and Psychological Counselling, Fatih Faculty of Education, Trabzon University, Trabzon, Turkey
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