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support</title> <meta name="description" content="Search results for: peer social support"> <meta name="keywords" content="peer social support"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="peer social support"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 15212</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: peer social support</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15212</span> Resiliency, Peer and Parental Support as Determinants of Adolescents' Social Adjustment among Secondary Students in Ilorin, Kwara State</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Titilola%20Adebowale">Titilola Adebowale</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Some factors are responsible for the social adjustment among the adolescents. The study investigated resiliency, peer and parental support as factors that could determine social adjustment among adolescents in Ilorin, Kwara state. The study adopted descriptive survey research design. A sample size of 300 SS1 & SS2 students from ten secondary schools, six public and four private schools were randomly selected within Ilorin Metropolis. Self-structured questionnaire that was validated and the reliability ensured was used to collect data from the respondents. Four hypotheses were postulated and tested at 0.05 level of significance. Data collected was analysed using Pearson Product Moment Correlation (PPMC) and Regression Analysis. The findings revealed that there was a positive relationship between resiliency and social adjustment: r (298) = .402, p<0.01, r2 = .162; that there was a positive relationship between peer support and social adjustment: r (298) = .570, p<0.01, r2 = .325; that there was a positive relationship between parental support and social adjustment: r (298) = .451, p<0.01, r2 = .203; also reveals significant joint contribution of the independent variables (resilience, peer support, parental support) to the prediction of social adjustment: F (3,296) = 55.587, P<0.01. Various recommendations were given which includes the roles of government, agencies, individuals, parents, teachers, religious and marriage institutions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=resiliency" title="resiliency">resiliency</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20support" title=" peer support"> peer support</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20support" title=" parental support"> parental support</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescents" title=" adolescents"> adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20adjustment" title=" social adjustment"> social adjustment</a> </p> <a href="https://publications.waset.org/abstracts/92024/resiliency-peer-and-parental-support-as-determinants-of-adolescents-social-adjustment-among-secondary-students-in-ilorin-kwara-state" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92024.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">175</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15211</span> Perception of the Frequency and Importance of Peer Social Support by Students with Special Educational Needs in Inclusive Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lucia%20Hrebe%C5%88%C3%A1rov%C3%A1">Lucia Hrebeňárová</a>, <a href="https://publications.waset.org/abstracts/search?q=Jarmila%20%C5%BDolnov%C3%A1"> Jarmila Žolnová</a>, <a href="https://publications.waset.org/abstracts/search?q=Veronika%20Palkov%C3%A1"> Veronika Palková</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inclusive education of students with special educational needs has been on the increase in the Slovak Republic, facing many challenges. Preparedness of teachers for inclusive education is one of the most frequent issues; teachers lack skills when it comes to the use of effective instruction depending on the individual needs of students, improvement of classroom management and social skills, and support of inclusion within the classroom. Social support is crucial for the school success of students within inclusive settings. The aim of the paper is to analyse perception of the frequency and importance of peer social support by students with special educational needs in inclusive education. The data collection tool used was the Child and Adolescent Social Support Scale (CASSS). The research sample consisted of 953 fourth grade students – 141 students with special educational needs educated in an inclusive setting and 812 students of the standard population. No significant differences were found between the students with special educational needs and the students without special educational needs in an inclusive setting when it comes to the perception of frequency and importance of social support of schoolmates and friends. However, the perception of frequency and importance of a friend’s social support was higher than the perception of frequency and importance of a classmate’s social support in both groups of students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title="inclusive education">inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20social%20support" title=" peer social support"> peer social support</a>, <a href="https://publications.waset.org/abstracts/search?q=peer" title=" peer"> peer</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20with%20special%20eEducational%20needs" title=" student with special eEducational needs"> student with special eEducational needs</a> </p> <a href="https://publications.waset.org/abstracts/40681/perception-of-the-frequency-and-importance-of-peer-social-support-by-students-with-special-educational-needs-in-inclusive-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40681.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">422</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15210</span> An Ethnographic Study on Peer Support Work-Ers in a Peer Driven Non Governmental Organization: The Colorado Mental Wellness Network</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shawna%20M.%20Margesson">Shawna M. Margesson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research study seeks to explore the lived experience of peer support workers (PSWs) in a peer-led non-governmental organization in Denver, Colorado, USA. The Colorado Mental Wellness Network offers supportive wellness recovery services such as wellness recovery action plans (WRAP), advocacy trainings for anti-stigma campaigns, and PSWs to work with and for consumers in the community. This study suggests that a peer-run environment is a unique community setting for PSWs to work given all employees are living in mental wellness recovery. Little has been documented about PSWs' personal accounts of working within a recovery-oriented organization and their first-person accounts to working with consumers. The importance of this study is to provide an ethnographic account of both subjects; the lived experiences of PSWs of both organizational and consumer-driven recovery. This study seeks to add to the literature and the social work profession the personal accounts of PSWs as they provide services to others like themselves. It also will provide an additional lens to view the peer-driven movement in mental health and wellness recovery. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=peer%20to%20peer%20movement" title="peer to peer movement">peer to peer movement</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnography" title=" ethnography"> ethnography</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20support%20workers" title=" peer support workers"> peer support workers</a> </p> <a href="https://publications.waset.org/abstracts/116977/an-ethnographic-study-on-peer-support-work-ers-in-a-peer-driven-non-governmental-organization-the-colorado-mental-wellness-network" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116977.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">164</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15209</span> Topological Analyses of Unstructured Peer to Peer Systems: A Survey</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hend%20Alrasheed">Hend Alrasheed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to their different properties that have led to avoid several limitations of classic client/server systems, there has been a great interest in the development and the improvement of different peer to peer systems. Understanding the properties of complex peer to peer networks is essential for their future improvements. It was shown that the performances of peer to peer protocols are directly related to their underlying topologies. Therefore, multiple efforts have analyzed the topologies of different peer to peer systems. This study presents an overview of major findings of close experimental analyses to different topologies of three unstructured peer to peer systems: BitTorrent, Gnutella, and FreeNet. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=peer%20to%20peer%20networks" title="peer to peer networks">peer to peer networks</a>, <a href="https://publications.waset.org/abstracts/search?q=network%20topology" title=" network topology"> network topology</a>, <a href="https://publications.waset.org/abstracts/search?q=graph%20diameter" title=" graph diameter"> graph diameter</a>, <a href="https://publications.waset.org/abstracts/search?q=clustering%20coefficient" title=" clustering coefficient"> clustering coefficient</a>, <a href="https://publications.waset.org/abstracts/search?q=small-world%20property" title=" small-world property"> small-world property</a>, <a href="https://publications.waset.org/abstracts/search?q=random%20graph" title=" random graph"> random graph</a>, <a href="https://publications.waset.org/abstracts/search?q=degree%20distribution" title=" degree distribution"> degree distribution</a> </p> <a href="https://publications.waset.org/abstracts/37342/topological-analyses-of-unstructured-peer-to-peer-systems-a-survey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37342.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">381</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15208</span> Direct and Moderating Effect of Religious Activities, Sustainability and Peer Support on Job Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fahad%20Alam">Fahad Alam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Work stress directly affects job performance, specifically in a worse environment. Consequently, a social provision plays a crucial part for enhancement. Therefore, the current research investigates the direct and moderating effect between religious activities, sustainability and peer support on job performance at hospitals in Khyber PakhtunKhwa (KPK), Pakistan. Both primary and secondary data are collected through 261 questionnaires of medical employees from four district hospitals in Khyber PakhtunKhwa, Pakistan, in 2018. The analysis was carried out by SPSS16 and SMART PLS3, to test the direct effect of religious activities, sustainability and social support on job performance and the effect of moderating variable 'work environment' on job performance. The finding confirmed that direct and moderating variables play a significant positive effect among religious activities, sustainability and peer support on job performance, the variables help to diminish the strain level or the stress level, consequently helps in the job completed. Affirmative social approaches produce desirable effects on job performance. The research revealed that social provisions are significant triggers for superior practices. Moreover, the results are stimulating because some of the past literature revealed an insignificant correlation between social provision and performance. This study found that there is a significant relationship which persuades health care organizations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=job%20performance" title="job performance">job performance</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%E2%80%99s%20support" title=" peer’s support"> peer’s support</a>, <a href="https://publications.waset.org/abstracts/search?q=religious%20activities" title=" religious activities"> religious activities</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20environment" title=" work environment"> work environment</a> </p> <a href="https://publications.waset.org/abstracts/105949/direct-and-moderating-effect-of-religious-activities-sustainability-and-peer-support-on-job-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105949.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">116</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15207</span> Teaching Young Learners How to Work Together: Pedagogical Ideas for Language Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tomas%20Kos">Tomas Kos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An increasing body of research has explored patterns of interaction and peer support among young learners. Although some studies suggest that young learners can collaborate and support each other, other studies indicate that young learners may lack the ability to work together and support one another when interacting on classroom tasks. Moreover, despite the claims that peer collaboration is conducive to learning, studies have not paid enough attention to the “how” to enhance peer collaboration on classroom tasks. To fill this gap, this “how-to” article proposes that teaching young learners how to work together is a powerful pedagogical tool that can greatly improve collaborative behavior and a sense of mutuality among young learners. This article will pay particular attention to primary schools and the context of English as a foreign language. It will first review literature related to patterns of interaction and peer support conducted in the cognitive and sociocultural framework. It will then address what it actually means to collaborate. At the heart of the article, it will discuss some practical pedagogical ideas for language teachers, which entail teaching collaborative principles and strategies that will help their students to support each other and engage in communication with each other. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=young%20learners" title="young learners">young learners</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20collaboration" title=" peer collaboration"> peer collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20interaction" title=" peer interaction"> peer interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20support" title=" peer support"> peer support</a>, <a href="https://publications.waset.org/abstracts/search?q=patterns%20of%20interaction" title=" patterns of interaction"> patterns of interaction</a> </p> <a href="https://publications.waset.org/abstracts/147980/teaching-young-learners-how-to-work-together-pedagogical-ideas-for-language-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147980.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15206</span> The Effect of Peer Support on Adaptation to University Life in First Year Students of the University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bilgen%20Ozluk">Bilgen Ozluk</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayfer%20Karaaslan"> Ayfer Karaaslan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Adaptation to university life is a difficult process for students. In peer support, students are expected to help other students or sometimes adults using their helping skills. Therefore, it is expected that peer support will have significant effect on students’ adaptation to university life. Aim: This study was conducted with the aim of determining the effect of peer support on adaptation to university life in the first year students of the faculty of health sciences. Methods: The population consists of 340 first year university students receiving education in the departments of nursing, health management, social services, nutrition and dietetics, physiotherapy and rehabilitation at an university located in the province of Konya. The sample of the study consisted of 274 students who voluntarily participated in the study. The data were collected between the dates 23 May 2016 and 3 June 2016. The data were collected using the socio-demographic information, the peer support scale and the university life adaptation scale. Ethical approvals for the study and permission from the university were taken. Numbers, percentages, averages, one-Way ANOVA, pearson correlation analysis and regression analysis have been used in assessing the data. Findings: When the problems most frequently encountered by students just starting the university were ordered, problems regarding their classes took the first place by 41.6%, socio-cultural problems took the second place by 38.7%, and economic problems took the third place by 37.6%. The mean total score of the Adaptation to University Life Scale was found to be 216.78±32.15. Considering that the lowest and highest scores that can be gained from the scale are 132 and 289 respectively, it was found that the adaptation to university life levels of the students were higher than the average. The mean adaptation to university life score of the nursing students was higher than those of the students of other departments. The mean score of ‘the Peer Support Scale’ was found to be 47.24±10.27. Considering that the lowest and highest scores that can be gained from the scale are 17 and 68 respectively, it was found that the peer support levels of the students were higher than the average. As a result of the regression analysis, it was found that 20% of the total variance regarding adaptation to university life was explained by peer support. Conclution: Receiving the support peer groups becomes highly important in the university adaptation process of first-year students. Peer support will create the means for easier completion of this difficult transition process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adaptation%20to%20university%20life" title="adaptation to university life">adaptation to university life</a>, <a href="https://publications.waset.org/abstracts/search?q=first%20years" title=" first years"> first years</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20support" title=" peer support"> peer support</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20student" title=" university student"> university student</a> </p> <a href="https://publications.waset.org/abstracts/80715/the-effect-of-peer-support-on-adaptation-to-university-life-in-first-year-students-of-the-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80715.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">215</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15205</span> Relationship Building Between Peer Support Worker and Person in Recovery in the Community-based One-to-One Peer Support Service of Mental Health Setting</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuen%20Man%20Yan">Yuen Man Yan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Peer support has been a rising prevalent mental health service in the globe. The community-based mental health services employ persons with lived experience of mental illness to be peer support workers (PSWs) to provide peer support service to those who are in the progress of recovery (PIRs). It represents the transformation of mental health service system to a recovery-oriented and person-centered care. Literatures proved the feasibility and effectiveness of the peer support service. Researchers have attempted to explore the unique good qualities of peer support service that benefit the PIRs. Empirical researches found that the strength of the relationship between those who sought for change and the change agents positively related to the outcomes in one-to-one therapies across theoretical orientations. However, there is lack of literature on investigating the relationship building between the PSWs and PIRs in the one-to-one community-based peer support service. This study aims to identify and characterise the relationship in the community-based one-to-one peer support service from the perspectives of PSWs and PIRs; and to conceptualize the components of relationship building between PSWs and PIRs in the community-based one-to-one peer support service. The study adopted the constructivist grounded theory approach. 10 pairs of the PSWs and PIRs participated in the study. Data were collected through multiple qualitative methods, including observation of the interaction and exchange of the PSWs and PIRs in the 1ₛₜ, 3ᵣ𝒹 and 9th sessions of the community-based one-to-one peer support service; and semi-structural interview with the PSWs and PIRs separately after the 3ᵣ𝒹and 9ₜₕ session of the peer support service. This presentation is going to report the preliminary findings of the study. PSWs and PIRs identified their relationship as “life alliance”. Empathy was found to be one of key components of the relationship between the PSWs and the PIRs. Unlike the empathy, as explained by Carl Roger, in which the service provider was able to put themselves into the shoes of the service recipients as if he was the service recipients, the intensity of the empathy was much greater in the relationship between PSWs and PIRs because PSWs had the lived experience of mental illness and recovery. The dimensions of the empathy in the relationship between PSWs and PIRs was found to be multiple, not only related to the mental illness but also related to various aspects in life, like family relationship, employment, interest of life, self-esteem and etc. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=person%20with%20lived%20experience" title="person with lived experience">person with lived experience</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20support%20worker" title=" peer support worker"> peer support worker</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20support%20service" title=" peer support service"> peer support service</a>, <a href="https://publications.waset.org/abstracts/search?q=relationship%20building" title=" relationship building"> relationship building</a>, <a href="https://publications.waset.org/abstracts/search?q=therapeutic%20alliance" title=" therapeutic alliance"> therapeutic alliance</a>, <a href="https://publications.waset.org/abstracts/search?q=community-based%20mental%20health%20setting" title=" community-based mental health setting"> community-based mental health setting</a> </p> <a href="https://publications.waset.org/abstracts/165871/relationship-building-between-peer-support-worker-and-person-in-recovery-in-the-community-based-one-to-one-peer-support-service-of-mental-health-setting" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165871.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">72</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15204</span> Implementation of Distributed Randomized Algorithms for Resilient Peer-to-Peer Networks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Richard%20Tanaka">Richard Tanaka</a>, <a href="https://publications.waset.org/abstracts/search?q=Ying%20Zhu"> Ying Zhu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper studies a few randomized algorithms in application-layer peer-to-peer networks. The significant gain in scalability and resilience that peer-to-peer networks provide has made them widely used and adopted in many real-world distributed systems and applications. The unique properties of peer-to-peer networks make them particularly suitable for randomized algorithms such as random walks and gossip algorithms. Instead of simulations of peer-to-peer networks, we leverage the Docker virtual container technology to develop implementations of the peer-to-peer networks and these distributed randomized algorithms running on top of them. We can thus analyze their behaviour and performance in realistic settings. We further consider the problem of identifying high-risk bottleneck links in the network with the objective of improving the resilience and reliability of peer-to-peer networks. We propose a randomized algorithm to solve this problem and evaluate its performance by simulations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distributed%20randomized%20algorithms" title="distributed randomized algorithms">distributed randomized algorithms</a>, <a href="https://publications.waset.org/abstracts/search?q=peer-to-peer%20networks" title=" peer-to-peer networks"> peer-to-peer networks</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20container%20technology" title=" virtual container technology"> virtual container technology</a>, <a href="https://publications.waset.org/abstracts/search?q=resilient%20networks" title=" resilient networks"> resilient networks</a> </p> <a href="https://publications.waset.org/abstracts/133527/implementation-of-distributed-randomized-algorithms-for-resilient-peer-to-peer-networks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/133527.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">215</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15203</span> Going the Distance – Building Peer Support during a Time of Crisis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lisa%20Gray">Lisa Gray</a>, <a href="https://publications.waset.org/abstracts/search?q=Henry%20Kronner"> Henry Kronner</a>, <a href="https://publications.waset.org/abstracts/search?q=Tameca%20Harris-Jackson"> Tameca Harris-Jackson</a>, <a href="https://publications.waset.org/abstracts/search?q=Mimi%20Sodhi"> Mimi Sodhi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ruth%20Gerritsen-McKane"> Ruth Gerritsen-McKane</a>, <a href="https://publications.waset.org/abstracts/search?q=Donette%20Considine"> Donette Considine</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The MSW Peer Mentorship Program (PMP) was developed as one of several approaches to foster student success. The key purposes of the PMP are to help new graduate students transition to a graduate program, facilitate relationship building between students, grow and sustain student satisfaction, and build a strong connection to the MSW program. This pilot program also serves as an additional source of support for students during the era of the Covid-19 pandemic. Further, the long-term goals of the program are to assist in student retention. Preliminary findings suggest that both mentors and mentees enrolled in PMP find the peer mentoring relationship to have a positive impact on their graduate learning experience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=covid-19" title="covid-19">covid-19</a>, <a href="https://publications.waset.org/abstracts/search?q=mentorship" title=" mentorship"> mentorship</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20support" title=" peer support"> peer support</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20success" title=" student success"> student success</a> </p> <a href="https://publications.waset.org/abstracts/134516/going-the-distance-building-peer-support-during-a-time-of-crisis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134516.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">220</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15202</span> The Effect of Peer Support to Interpersonal Problem Solving Tendencies and Skills in Nursing Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.%20%C3%96zl%C3%BCk">B. Özlük</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Karaaslan"> A. Karaaslan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study has been conducted as a supplementary and relationship seeking study with the purpose of measuring the tendency and success of support among peers amid nursing students studying at university in solving interpersonal problems. The population of the study (N:279) is comprised of nursing students who are studying at one state and one private university in the province of Konya, while its sample is comprised of 231 nursing students who agreed to take part in the study voluntarily. As a result of this study, it has been determined that the peer support and interpersonal problem solving characteristics among students were at medium levels and that the interpersonal problem solving skills of students studying in the third year were higher than those of first and second year students. While the interpersonal problem solving characteristics of students who are aged 20 and over were found to be higher, no difference could be determined in terms of the interpersonal problem solving skills and tendencies among students, based on their gender and where they reside. A positive – to a medium degree – and significant relationship was determined between peer support and interpersonal problem solving skills, and it is possible to say that as peer support increases, so do the skills and tendencies to solve problems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nursing%20students" title="nursing students">nursing students</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20support" title=" peer support"> peer support</a>, <a href="https://publications.waset.org/abstracts/search?q=interpersonal%20problem" title=" interpersonal problem"> interpersonal problem</a>, <a href="https://publications.waset.org/abstracts/search?q=problem%20solving" title=" problem solving"> problem solving</a> </p> <a href="https://publications.waset.org/abstracts/54136/the-effect-of-peer-support-to-interpersonal-problem-solving-tendencies-and-skills-in-nursing-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54136.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">269</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15201</span> Observational Study: The Impact of Neurotypical Peer Interactions on Social and Academic Success in Kindergarteners with down Syndrome in Public Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Brenda%20Rodriguez">Brenda Rodriguez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this observational study, we investigate a neurotypical peer's impact on both the social and academic success of a child with Down Syndrome in a kindergarten setting. The child with Down Syndrome experiences difficulty articulating words clearly and is paired with a classmate in various academic and social contexts over three weeks. Utilizing both qualitative and quantitative data, we aim to document any classroom interactions that may occur. The findings of this study will contribute to understanding how peer relationships facilitate academic achievement and will advance research on inclusive classroom practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20and%20social%20success" title="academic and social success">academic and social success</a>, <a href="https://publications.waset.org/abstracts/search?q=down%20syndrome" title=" down syndrome"> down syndrome</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20classrooms" title=" inclusive classrooms"> inclusive classrooms</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20interaction" title=" peer interaction"> peer interaction</a> </p> <a href="https://publications.waset.org/abstracts/193328/observational-study-the-impact-of-neurotypical-peer-interactions-on-social-and-academic-success-in-kindergarteners-with-down-syndrome-in-public-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193328.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">17</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15200</span> An Experimental Study of Online Peer-to-Peer Language Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abrar%20Al-Hasan">Abrar Al-Hasan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Web 2.0 has significantly increased the amount of information available to users not only about firms and their offerings, but also about the activities of other individuals in their networks and markets. It is widely acknowledged that this increased availability of ‘social’ information, particularly about other individuals, is likely to influence a user’s behavior and choices. However, there are very few systematic studies of how such increased information transparency on the behavior of other users in a focal users’ network influences a focal users’ behavior in the emerging marketplace of online language learning. This study seeks to examine the value and impact of ‘social activities’ – wherein, a user sees and interacts with the learning activities of her peers – on her language learning efficiency. An online experiment in a peer-to-peer language marketplace was conducted to compare the learning efficiency of users with ‘social’ information versus users with no ‘social’ information. The results of this study highlight the impact and importance of ‘social’ information within the language learning context. The study concludes by exploring how these insights may inspire new developments in online education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-Learning" title="e-Learning">e-Learning</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning%20marketplace" title=" language learning marketplace"> language learning marketplace</a>, <a href="https://publications.waset.org/abstracts/search?q=peer-to-peer" title=" peer-to-peer"> peer-to-peer</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20network" title=" social network"> social network</a> </p> <a href="https://publications.waset.org/abstracts/36361/an-experimental-study-of-online-peer-to-peer-language-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36361.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">385</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15199</span> Attachment and Self Esteem among Adolescents of Separated Parents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aswathy%20Sampath">Aswathy Sampath</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study examined the levels of self esteem and attachment among adolescents of divorced and non-divorced parents. Adolescent is a period which is most prodigious yet stressful period of development in a human’s life hence it is important to study the effects on them. The study was conducted on total 60 adolescents, 30 in each group, from the area of Trivandrum, Kerala as it is the top rated in the number of divorce cases in India. The data was collected using Rosenberg’s self esteem scale and IPPA (father, mother and peer) The results of this study were analyzed using t test and found that there is no significance difference in the level of self esteem and attachment (father, mother and peer). This is due to the cultural elements that give support to the individual and also the type of family as it is much different from the west. Although, there was no significant result, there were higher mean scores in the attachment towards peer for children who are from separated family background or in other words adolescents whose parents were divorced. This tells us the essence of social support. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescent" title="adolescent">adolescent</a>, <a href="https://publications.waset.org/abstracts/search?q=attachment" title=" attachment"> attachment</a>, <a href="https://publications.waset.org/abstracts/search?q=self%20esteem" title=" self esteem"> self esteem</a>, <a href="https://publications.waset.org/abstracts/search?q=separation" title=" separation"> separation</a> </p> <a href="https://publications.waset.org/abstracts/29053/attachment-and-self-esteem-among-adolescents-of-separated-parents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29053.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">386</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15198</span> Correlates of Peer Influence and Resistance to HIV/AIDS Counselling and Testing among Students in Tertiary Institutions in Kano State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20S.%20Haruna">A. S. Haruna</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20U.%20Tambawal"> M. U. Tambawal</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20A.%20Salawu"> A. A. Salawu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The psychological impact of peer influence on its individual group members, can make them resist HIV/AIDS counselling and testing. This study investigated the correlate of peer influence and resistance to HIV/AIDS counselling and testing among students in tertiary institutions in Kano state, Nigeria. To achieve this, three null hypotheses were postulated and tested. Cross-Sectional Survey Design was employed in which 1512 sample was selected from a student population of 104,841.Simple Random Sampling was used in the selection. A self-developed 20-item scale called Peer Influence and Psychological Resistance Inventory (PIPRI) was used for data collection. Pearson Product Moment Correlation (PPMCC) via test-retest method was applied to estimate a reliability coefficient of 0.86 for the scale. Data obtained was analyzed using t-test and PPMCC at 0.05 level of confidence. Results reveal 26.3% (397) of the respondents being influenced by their peer group, while 39.8% showed resistance. Also, the t-tests and PPMCC statistics were greater than their respective critical values. This shows that there was a significant gender difference in peer influence and a difference between peer influence and resistance to HIV/AIDS counselling and testing. However, a positive relationship between peer influence and resistance to HIV/AIDS counselling and testing was shown. A major recommendation offered suggests the use of reinforcement and social support for positive attitudes and maintenance of safe behaviour among students who patronize HIV/AIDS counselling. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=peer%20group%20influence" title="peer group influence">peer group influence</a>, <a href="https://publications.waset.org/abstracts/search?q=HIV%2FAIDS%20counselling%20and%20testing" title=" HIV/AIDS counselling and testing"> HIV/AIDS counselling and testing</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20resistance" title=" psychological resistance"> psychological resistance</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/14458/correlates-of-peer-influence-and-resistance-to-hivaids-counselling-and-testing-among-students-in-tertiary-institutions-in-kano-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14458.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">390</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15197</span> Use of Social Support for Fathers with Developmental Disabilities in Japan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shiori%20Ishida">Shiori Ishida</a>, <a href="https://publications.waset.org/abstracts/search?q=Hiromi%20Okuno"> Hiromi Okuno</a>, <a href="https://publications.waset.org/abstracts/search?q=Hisato%20Igarashi"> Hisato Igarashi</a>, <a href="https://publications.waset.org/abstracts/search?q=Akemi%20Yamazaki"> Akemi Yamazaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Hiroko%20Takahashi"> Hiroko Takahashi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to clarify the differences and similarities regarding the social support of fathers and mothers towards considering increased assistance for the paternity of children with developmental disabilities. Written questionnaires were completed by fathers (n=85) and mothers (n=101) of children using rehabilitation facilities between infancy and 5 years of age. The survey contained multiple-choice questions on four categories: information support (6 items), emotional support (7 items), evaluation support (3 items), and daily living support (3 items). Regarding information support, fathers answered ‘spouse’ as the provider in over 50% of cases for all 6 items, which was significantly different compared with mothers (all p < 0.001). For emotional support, fathers were significantly more likely to get support from the workplace (p < 0.001) and from spouse (p < 0.001). The ‘evaluation support’ did not have significant differences for fathers in all the items, but the most frequent support providers were ‘spouses’. ‘Daily living support’ was significantly different from fathers in the workplace (p < 0.000) in terms of make allowances for work and duties. Thus, it appeared that fathers had fewer social support sources as compared with mothers and limited non-spouse support. The understanding of developmental disabilities, acquisition of methods of rehabilitation, and sources of support might have been inadequately addressed among fathers, which could be a hindrance to the involvement of fathers in the rearing of children with developmental disabilities. On the other hand, we also observed that some fathers were involved in the care of developmentally troubled children while providing mental support for their spouse, cooperating with housework, and adjusting their work life. However, the results on the external and social backgrounds of fathers indicated a necessity for greater empowerment and peer support to improve the paternal care of children with developmental disabilities in the family survey. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%20with%20developmental%20disabilities" title="children with developmental disabilities">children with developmental disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20support" title=" family support"> family support</a>, <a href="https://publications.waset.org/abstracts/search?q=father" title=" father"> father</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20support" title=" social support"> social support</a> </p> <a href="https://publications.waset.org/abstracts/114583/use-of-social-support-for-fathers-with-developmental-disabilities-in-japan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114583.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15196</span> Strategies by a Teaching Assistant to Support the Classroom Talk of a Child with Communication and Interaction Difficulties in Italy: A Case for Promoting Social Scaffolding Training</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lorenzo%20Ciletti">Lorenzo Ciletti</a>, <a href="https://publications.waset.org/abstracts/search?q=Ed%20Baines"> Ed Baines</a>, <a href="https://publications.waset.org/abstracts/search?q=Matt%20Somerville"> Matt Somerville</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Internationally, supporting staff with limited training (Teaching Assistants (TA)) has played a critical role in the education of children with special educational needs and/or disabilities (SEND). Researchers have notably illustrated that TAs support the children’s classroom tasks while teachers manage the whole class. Rarely have researchers investigated the TAs’ support for children’s participation in whole-class or peer-group talk, despite this type of “social support” playing a significant role in children’s whole-class integration and engagement with the classroom curriculum and learning. Social support seems particularly crucial for a large proportion of children with SEND, namely those with communication and interaction difficulties (e.g., autism spectrum conditions and speech impairments). This study explored TA practice and, particularly, TA social support in a rarely examined context (Italy). The Italian case was also selected as it provides TAs, known nationally as “support teachers,” with the most comprehensive training worldwide, thus potentially echoing (effective) nuanced practice internationally. Twelve hours of video recordings of a single TA and a child with communication and interaction difficulties (CID) were made. Video data was converted into frequencies of TA multidimensional support strategies, including TA social support and pedagogical assistance. TA-pupil talk oriented to children’s participation in classroom talk was also analysed into thematic patterns. These multi-method analyses were informed by social scaffolding principles: in particular, the extent to which the TA designs instruction contingently to the child’s communication and interaction difficulties and how their social support fosters the child’s highest responsibility in dealing with whole-class or peer-group talk by supplying the least help. The findings showed that the TA rarely supported the group or whole class participation of the child with CID. When doing so, the TA seemed to highly control the content and the timing of the child’s contributions to the classroom talk by a) interrupting the teacher’s whole class or group conversation to start an interaction between themselves and the child and b) reassuring the child about the correctness of their talk in private conversations and prompting them to raise their hand and intervene in the whole-class talk or c) stopping the child from contributing to the whole-class or peer-group talk when incorrect. The findings are interpreted in terms of their theoretical relation to scaffolding. They have significant implications for promoting social scaffolding in TA training in Italy and elsewhere. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%20with%20communication%20and%20interaction%20difficulties" title="children with communication and interaction difficulties">children with communication and interaction difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=children%20with%20special%20educational%20needs%20and%2For%20disabilities" title=" children with special educational needs and/or disabilities"> children with special educational needs and/or disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20scaffolding" title=" social scaffolding"> social scaffolding</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20assistants" title=" teaching assistants"> teaching assistants</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20practice" title=" teaching practice"> teaching practice</a>, <a href="https://publications.waset.org/abstracts/search?q=whole-class%20talk%20participation" title=" whole-class talk participation"> whole-class talk participation</a> </p> <a href="https://publications.waset.org/abstracts/169612/strategies-by-a-teaching-assistant-to-support-the-classroom-talk-of-a-child-with-communication-and-interaction-difficulties-in-italy-a-case-for-promoting-social-scaffolding-training" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169612.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">97</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15195</span> Role of Social Capital on Consumer Attitudes, Peer Influence and Behavioral Intentions: A Social Media Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qazi%20Mohammed%20Ahmed">Qazi Mohammed Ahmed</a>, <a href="https://publications.waset.org/abstracts/search?q=Osman%20Sadiq%20Paracha"> Osman Sadiq Paracha</a>, <a href="https://publications.waset.org/abstracts/search?q=Iftikhar%20Hussain"> Iftikhar Hussain</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aims to explore the unaddressed relationship between social capital and consumers’ underlying behavioral intentions. The study postulates that this association is mediated by the role of attitudes and peer influence. The research attains evidence from a usable sample of 673 responses. The majority consists of the young and energetic social media users of Pakistan that utilize virtual communities as a way of life. A variance based structural equation modeling has been applied through SmartPLS 3. The results reveal that social capital exerts a statistically supportive association with both attitudes and peer influence. Contrastingly, this predictor variable shows an insignificant linkage with behavioral intentions but this relationship is fully mediated by consumer attitudes and peer influence. The paper enhances marketing literature with respect to an unexplored society of Pakistan. It also provides a lens for the contemporary advertisers, in terms of supporting their social media campaigns with affiliative and cohesive elements. The study also identifies a series of predictor variables that could further be tested with attitudes, subjective norms and behavioral responses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20capital" title="social capital">social capital</a>, <a href="https://publications.waset.org/abstracts/search?q=consumer%20attitudes" title=" consumer attitudes"> consumer attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20influence" title=" peer influence"> peer influence</a>, <a href="https://publications.waset.org/abstracts/search?q=behavioral%20intentions" title=" behavioral intentions"> behavioral intentions</a> </p> <a href="https://publications.waset.org/abstracts/125146/role-of-social-capital-on-consumer-attitudes-peer-influence-and-behavioral-intentions-a-social-media-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125146.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">135</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15194</span> Peer Support Groups as a Tool to Increase Chances of Passing General Practice UK Qualification Exams</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thomas%20Abraham">Thomas Abraham</a>, <a href="https://publications.waset.org/abstracts/search?q=Garcia%20de%20la%20Vega%20Felipe"> Garcia de la Vega Felipe</a>, <a href="https://publications.waset.org/abstracts/search?q=Lubna%20Nishath"> Lubna Nishath</a>, <a href="https://publications.waset.org/abstracts/search?q=Nzekwe%20Nduka"> Nzekwe Nduka</a>, <a href="https://publications.waset.org/abstracts/search?q=Powell%20Anne-Marie"> Powell Anne-Marie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: The purpose of this paper is to discuss the effectiveness of a peer support network created to provide medical education, pastoral support, and reliable resources to registrars to help them pass the MRCGP exams. This paper will include a description of the network and its purpose, discuss how it has been used by trainees since its creation, and explain how this methodology can be applied to other areas of medical education and primary care. Background: The peer support network was created in February 2021, using Facebook, Telegram, and WhatsApp platforms to facilitate discussion of cases and answer queries about the exams, share resources, and offer peer support from qualified GPs and specialists. The network was created and is maintained by the authors of this paper and is open to anyone who is registered with the General Medical Council (GMC) and is studying for the MRCGP exams. Purpose: The purpose of the network is to provide medical education, pastoral support, and reliable resources to registrars to help them pass the exams. The network is free to use and is designed to take the onus away from a single medical educator and collate a vast amount of information from multiple medical educators/trainers; thereby creating a digital library of information for all trainees - exam related or otherwise. Methodology The network is managed by a team of moderators who respond to queries and facilitate discussion. Smaller study groups are created from the main group and provide a platform for trainees to work together, share resources, and provide peer support. The network has had thousands of trainees using it since February 2021, with positive feedback from all trainees. Results: The feedback from trainees has been overwhelmingly positive. Word of mouth has spread rapidly, growing the groups exponentially. Trainees add colleagues to the groups and often stay after they pass their exams to 'give back' to their fellow trainees. To date, thousands of trainees have passed the MRCGP exams using the resources and support provided by the network. Conclusion The success of this peer support network demonstrates the effectiveness of creating a network of thousands of doctors to provide medical education and support. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=peer%20support" title="peer support">peer support</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20education" title=" medical education"> medical education</a>, <a href="https://publications.waset.org/abstracts/search?q=pastoral%20support" title=" pastoral support"> pastoral support</a>, <a href="https://publications.waset.org/abstracts/search?q=MRCGP%20exams" title=" MRCGP exams"> MRCGP exams</a> </p> <a href="https://publications.waset.org/abstracts/165632/peer-support-groups-as-a-tool-to-increase-chances-of-passing-general-practice-uk-qualification-exams" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165632.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">135</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15193</span> Peer-Mediated Intervention for Social Communication Difficulties in Adolescents with Autism: Literature Review and Research Recommendations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christine%20L.%20Cole">Christine L. Cole</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Adolescents with Autism Spectrum Disorders (ASD) often experience social-communication difficulties that negatively impact their social interactions with typical peers. However, unlike other age and disability groups, there is little intervention research to inform best practice for these students. One evidence-based strategy for younger students with ASD is peer-mediated intervention (PMI). PMI may be particularly promising for use with adolescents, as peers are readily available and natural experts for encouraging authentic high school conversations. This paper provides a review of previous research that evaluated the use of PMI to improve the social-communication skills of students with ASD. Specific intervention features associated with positive student outcomes are identified and recommendations for future research are provided. Adolescents with ASD are targeted due to the critical importance of social conversation at the high school level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=peer-mediation" title=" peer-mediation"> peer-mediation</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20communication" title=" social communication"> social communication</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescents" title=" adolescents "> adolescents </a> </p> <a href="https://publications.waset.org/abstracts/24043/peer-mediated-intervention-for-social-communication-difficulties-in-adolescents-with-autism-literature-review-and-research-recommendations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24043.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">470</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15192</span> Peer-Review as a Means to Improve Students' Translation Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bahia%20Braktia">Bahia Braktia</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahlem%20Ghamri"> Ahlem Ghamri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Years ago, faculties and administrators realized that students entering college were not prepared for the academic sphere; however, as a type of collaborative learning, peer-review gave students a social context in which they could learn more efficiently. Peer-review has proven its effectiveness in higher education. Numerous studies have been conducted on peer review and its effects on the quality of students’ writing, and several publications recommended peer-review as part of the feedback process. Student writers showed a tendency towards making significant meaning-level revisions and surface-level revisions. Last but not least, studies reported that peer-review helps students develop their self-assessment skills as well as critical thinking. The use of peer-review has become well known and widely adopted to the L2 classroom environment. However, little is known about peer review on translation students. The purpose of this study was to investigate the students' perspective on peer-review, and whether this method affected the quality of their translation. A mixed method design was adopted. Students were requested to translate two texts from Arabic into English, and they gave and received structured feedback to their classmates' translations. A survey was administered, followed by semi-structured interviews, to examine the students' attitudes toward peer-review. The results of the study showed that peer-review was considered a good proofreading method for most students. The students also showed a positive attitude toward it, and they reported that they benefited from the interaction with their peers. The findings implied that the inclusion of peer-review can be an effective pedagogical practice for teaching translation and writing to foreign language learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20teaching" title="language teaching">language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=peer-review" title=" peer-review"> peer-review</a>, <a href="https://publications.waset.org/abstracts/search?q=translation" title=" translation"> translation</a> </p> <a href="https://publications.waset.org/abstracts/85895/peer-review-as-a-means-to-improve-students-translation-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85895.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">198</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15191</span> The Impact of Academic Support Practices on Two-Year College Students’ Achievement in Science, Technology, Engineering, and Math Education: An Exploration of Factors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gisele%20Ragusa">Gisele Ragusa</a>, <a href="https://publications.waset.org/abstracts/search?q=Lilian%20Leung"> Lilian Leung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are essential needs for science, technology, engineering, and math (STEM) workforces nationally. This important need underscores the necessity of increasing numbers of students attending both two-year community colleges and universities, thereby enabling and supporting a larger pool of students to enter the workforce. The greatest number of students in STEM programs attend public higher education institutions, with an even larger majority beginning their academic experiences enrolled in two-year public colleges. Accordingly, this research explores the impact of experiences and academic support practices on two-year (community) college students’ academic achievement in STEM majors with a focus on supporting students who are the first in their families to attend college. This research is a result of three years of iterative trials of differing supports to improve such students’ academic success with a cross-student comparative research methodological structure involving peer-to-peer and faculty academic supports. Results of this research indicate that background experiences and a combination of peer-to-peer and faculty-led academic support practices, including supplementary instruction, peer mentoring, and study skills support, significantly improve students’ academic success in STEM majors. These results confirm the needs that first-generation students have in navigating their college careers and what can be effective in supporting them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20policy" title="higher education policy">higher education policy</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20support" title=" student support"> student support</a>, <a href="https://publications.waset.org/abstracts/search?q=two-year%20colleges" title=" two-year colleges"> two-year colleges</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20achievement" title=" STEM achievement"> STEM achievement</a> </p> <a href="https://publications.waset.org/abstracts/166244/the-impact-of-academic-support-practices-on-two-year-college-students-achievement-in-science-technology-engineering-and-math-education-an-exploration-of-factors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166244.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">96</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15190</span> Parental Rejection and Psychological Adjustment among Adolescents: Does the Peer Rejection Mediate?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sultan%20Shujja">Sultan Shujja</a>, <a href="https://publications.waset.org/abstracts/search?q=Farah%20Malik"> Farah Malik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study examined the mediating role of peer rejection in direct relationship of parental rejection and psychological adjustment among adolescents. Researchers used self-report measures e.g., Parental Acceptance-Rejection Questionnaire (PARQ), Children Rejection Sensitivity Questionnaire (PARQ), and Personality Assessment Questionnaire (PAQ) to assess perception of parent-peer rejection, psychological adjustment among adolescents (14-18 years). Findings revealed that peer rejection did not mediate the parental rejection and psychological adjustment whereas parental rejection emerged as strong predictor when demographic variables were statistically controlled. On average, girls were psychologically less adjusted than that of boys. Despite of equal perception of peer rejection, girls more anxiously anticipated peer rejection than did the boys. It is suggested that peer influence on adolescents, specifically girls, should not be underestimated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=peer%20relationships" title="peer relationships">peer relationships</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20perception" title=" parental perception"> parental perception</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20adjustment" title=" psychological adjustment"> psychological adjustment</a>, <a href="https://publications.waset.org/abstracts/search?q=applied%20psychology" title=" applied psychology"> applied psychology</a> </p> <a href="https://publications.waset.org/abstracts/27204/parental-rejection-and-psychological-adjustment-among-adolescents-does-the-peer-rejection-mediate" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27204.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">512</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15189</span> ‘Obuntu Bulamu’: Parental Peer to Peer Support for Inclusion of Children with Disabilities in Central Uganda</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ruth%20Nalugya">Ruth Nalugya</a>, <a href="https://publications.waset.org/abstracts/search?q=Claire%20Nimusiima"> Claire Nimusiima</a>, <a href="https://publications.waset.org/abstracts/search?q=Elizabeth%20Kawesa"> Elizabeth Kawesa</a>, <a href="https://publications.waset.org/abstracts/search?q=Harriet%20Nambejja"> Harriet Nambejja</a>, <a href="https://publications.waset.org/abstracts/search?q=Geert%20van%20Hove"> Geert van Hove</a>, <a href="https://publications.waset.org/abstracts/search?q=Janet%20Seeley"> Janet Seeley</a>, <a href="https://publications.waset.org/abstracts/search?q=Femke%20Bannink%20Mbazzi"> Femke Bannink Mbazzi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: ‘Obuntu bulamu’, an intervention for children, parents, and teachers to improve the participation and inclusion of children with disabilities (CwD) through peer-to-peer support, was developed and tested in central Uganda between 2017 and 2019. The intervention consisted of children, parents, and teachers' training sessions and peer to peer support activities directed at disability inclusion using an African disability framework. In this paper, we discuss parent participation in and parent evaluation of the ‘Obuntu bulamu’ intervention. Methods: This qualitative Afrocentric intervention study was implemented in 10 communities in the Wakiso district in Central Uganda. We purposely selected children aged 8 to 14 years with different impairments, their peers, and parents, with different levels of household income and familial support, who were enrolled in primary schools in the ten communities with on average three children with disabilities per community. Sixty four parents (33 parents of CwDs and 31 peers) participating in the ‘Obuntu bulamu’ study were interviewed at baseline and endline. Two focus group discussions were held with parents at the midline. Parents also participated in a consultative meeting about the intervention design at baseline, and two evaluation workshops held at midline and endline. Thematic data analysis of the interview and focus group data was conducted. Results: Findings showed parents found the group-based activities inspiring and said they built hope and confidence. Parents felt the intervention was acceptable, culturally appropriate, and supportive as it built on values and practices from their own traditions. Parents reported the intervention enhanced a sense of togetherness and belonging through the group meetings and follow-up activities. Parents also mentioned that the training helped them develop more positive attitudes towards CwD and disability inclusion. Parents felt that the invention increased a child’s participation and inclusion at home, school, and in communities. Conclusion: The Obuntu bulamu peer to peer support intervention is an acceptable, culturally appropriate intervention that has the potential to improve the inclusion of CwD. A larger randomized control trial is needed to evaluate the impact of the intervention model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusion" title="inclusion">inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=participation" title=" participation"> participation</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title=" inclusive education"> inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20support" title=" peer support"> peer support</a>, <a href="https://publications.waset.org/abstracts/search?q=belonging" title=" belonging"> belonging</a>, <a href="https://publications.waset.org/abstracts/search?q=Ubuntu" title=" Ubuntu"> Ubuntu</a>, <a href="https://publications.waset.org/abstracts/search?q=%E2%80%98Obuntu%20bulamu%E2%80%99" title=" ‘Obuntu bulamu’"> ‘Obuntu bulamu’</a> </p> <a href="https://publications.waset.org/abstracts/150834/obuntu-bulamu-parental-peer-to-peer-support-for-inclusion-of-children-with-disabilities-in-central-uganda" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150834.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">104</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15188</span> An Exploratory Study of Reliability of Ranking vs. Rating in Peer Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yang%20Song">Yang Song</a>, <a href="https://publications.waset.org/abstracts/search?q=Yifan%20Guo"> Yifan Guo</a>, <a href="https://publications.waset.org/abstracts/search?q=Edward%20F.%20Gehringer"> Edward F. Gehringer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Fifty years of research has found great potential for peer assessment as a pedagogical approach. With peer assessment, not only do students receive more copious assessments; they also learn to become assessors. In recent decades, more educational peer assessments have been facilitated by online systems. Those online systems are designed differently to suit different class settings and student groups, but they basically fall into two categories: rating-based and ranking-based. The rating-based systems ask assessors to rate the artifacts one by one following some review rubrics. The ranking-based systems allow assessors to review a set of artifacts and give a rank for each of them. Though there are different systems and a large number of users of each category, there is no comprehensive comparison on which design leads to higher reliability. In this paper, we designed algorithms to evaluate assessors' reliabilities based on their rating/ranking against the global ranks of the artifacts they have reviewed. These algorithms are suitable for data from both rating-based and ranking-based peer assessment systems. The experiments were done based on more than 15,000 peer assessments from multiple peer assessment systems. We found that the assessors in ranking-based peer assessments are at least 10% more reliable than the assessors in rating-based peer assessments. Further analysis also demonstrated that the assessors in ranking-based assessments tend to assess the more differentiable artifacts correctly, but there is no such pattern for rating-based assessors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=peer%20assessment" title="peer assessment">peer assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20rating" title=" peer rating"> peer rating</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20ranking" title=" peer ranking"> peer ranking</a>, <a href="https://publications.waset.org/abstracts/search?q=reliability" title=" reliability"> reliability</a> </p> <a href="https://publications.waset.org/abstracts/66206/an-exploratory-study-of-reliability-of-ranking-vs-rating-in-peer-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66206.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">437</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15187</span> Developing a Quality Mentor Program: Creating Positive Change for Students in Enabling Programs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bianca%20Price">Bianca Price</a>, <a href="https://publications.waset.org/abstracts/search?q=Jennifer%20Stokes"> Jennifer Stokes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Academic and social support systems are critical for students in enabling education; these support systems have the potential to enhance the student experience whilst also serving a vital role for student retention. In the context of international moves toward widening university participation, Australia has developed enabling programs designed to support underrepresented students to access to higher education. The purpose of this study is to examine the effectiveness of a mentor program based within an enabling course. This study evaluates how the mentor program supports new students to develop social networks, improve retention, and increase satisfaction with the student experience. Guided by Social Learning Theory (SLT), this study highlights the benefits that can be achieved when students engage in peer-to-peer based mentoring for both social and learning support. Whilst traditional peer mentoring programs are heavily based on face-to-face contact, the present study explores the difference between mentors who provide face-to-face mentoring, in comparison with mentoring that takes place through the virtual space, specifically via a virtual community in the shape of a Facebook group. This paper explores the differences between these two methods of mentoring within an enabling program. The first method involves traditional face-to-face mentoring that is provided by alumni students who willingly return to the learning community to provide social support and guidance for new students. The second method requires alumni mentor students to voluntarily join a Facebook group that is specifically designed for enabling students. Using this virtual space, alumni students provide advice, support and social commentary on how to be successful within an enabling program. Whilst vastly different methods, both of these mentoring approaches provide students with the support tools needed to enhance their student experience and improve transition into University. To evaluate the impact of each mode, this study uses mixed methods including a focus group with mentors, in-depth interviews, as well as engaging in netnography of the Facebook group ‘Wall’. Netnography is an innovative qualitative research method used to interpret information that is available online to better understand and identify the needs and influences that affect the users of the online space. Through examining the data, this research will reflect upon best practice for engaging students in enabling programs. Findings support the applicability of having both face-to-face and online mentoring available for students to assist enabling students to make a positive transition into University undergraduate studies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=enabling%20education" title="enabling education">enabling education</a>, <a href="https://publications.waset.org/abstracts/search?q=mentoring" title=" mentoring"> mentoring</a>, <a href="https://publications.waset.org/abstracts/search?q=netnography" title=" netnography"> netnography</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20learning%20theory" title=" social learning theory"> social learning theory</a> </p> <a href="https://publications.waset.org/abstracts/91825/developing-a-quality-mentor-program-creating-positive-change-for-students-in-enabling-programs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91825.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">121</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15186</span> Divorce Advice and Parents' Council Support Groups: Help for Divorced Parents to Create Co-Parenting after Divorce</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paivi%20Hietanen">Paivi Hietanen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> At family with children, divorce is a risk for a child to lose the relationship to the parent with whom the child doesn't live. A child has the right to the get care from both parents after the divorce. Even though your ex-spouse isn’t longer your companion, to the child he or she is still unique as a parent and parents must cooperate and support their child in the new family situation. To divorcee, it's necessary to understand the difference between the intimate relationship that ends and parenthood that continues. Cooperative parenting takes a lot of effort and flexibility for the parents to make joint custody work well. It is vital that parents get help to understand the situation from child points of view. When parent is facing divorce, and all the emotions that it brings along, can the child easily be forgotten. To help children, we must help parents to understand, that a relationship can end, parenthood cannot. As professionals, we should help the parents to see the significance and value of both parents to the child and try to support and protect parenthood-relationship between parents. The Federation of Mother and Child Homes and Shelters have developed group models to work with parents during or after divorce. These support groups are led by professionals, but peer support is also used. These support groups have been held over 10 years and there are found from 20 different cities in Finland. Eroneuvo event (divorce advice) service is intended for parents who are considering or have already divorced. The Vanhemman neuvo (parents' council) is a peer support group that helps parents with post-divorce parenting issues. From these groups, parents receive information and peer support for matters related to divorcing and how to support the child and do co-parenting. At the groups and in given information for divorced parents, is used a method called the 'Irreversible triangle'. It's a way to picture the intimate relationship and parenthood after the divorce and what is the difference between these two things. 'Irreversible triangle' is used to help parents and professionals to understand, what happens if a child loses the relationship to the other parent or if parents co-parenting doesn't work well. From the largely collected feedback, group members tell that they feel themselves relieved after taking part of the group. Parents also experience that talking with other parents helps to survive. Group members learn to co-operate with the other parent, and they'll also learn to see the best interest of the child after the divorce. Parents would highly recommend these groups to other parents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=child%27s%20right" title="child's right">child's right</a>, <a href="https://publications.waset.org/abstracts/search?q=co-parenting" title=" co-parenting"> co-parenting</a>, <a href="https://publications.waset.org/abstracts/search?q=parenthood%20after%20the%20divorce" title=" parenthood after the divorce"> parenthood after the divorce</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20support" title=" peer support"> peer support</a> </p> <a href="https://publications.waset.org/abstracts/82145/divorce-advice-and-parents-council-support-groups-help-for-divorced-parents-to-create-co-parenting-after-divorce" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82145.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">165</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15185</span> Implementing Peer Mediated Interventions with Visual Supports for Social Skills Development in a School-Based Work Setting with Secondary Students with Autism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Karen%20Eastman">Karen Eastman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> More youths and young adults with autism spectrum disorder (ASD) have been entering the workforce in recent years. Historically, students with ASD struggle after leaving high school and experience lower rates of employment, with social skills continuing to be the most problematic area of concern. Special education teachers may find it challenging to identify effective combinations of evidence-based practices (EBPs) and supports to best guide these students. One EBP, Peer Mediated Instruction and Intervention (PMII) has been well documented in the literature as being effective for younger students with autism but not researched as much with older students and adults, particularly in work settings. A need to combine PMII with other EBPs has been identified as a way to achieve a greater positive impact rather than any practice alone. A multiple baseline across skills design was used in this research project with two participants in different settings. PMII was combined with Visual Supports, with typical peers being trained in both practices. PMII is an evidence-based practice used to address social concerns by training peers without disabilities as to how they can provide feedback to and support, the student with ASD with social interactions in structured settings. The peers without disabilities were the instructors, while the adults facilitated the social situations and provided support to both the peers and students with ASD when needed. Because many individuals with ASD learn best with visual input, rather than using only the spoken word (verbal directions and feedback), Visual Supports were used in conjunction with PMII. Visual Supports can include written words, pictures, symbols, videos, or objects. In this project, the Visual Supports used were written social scripts, videos, Stop and Think signs, written reminder cards, a school map, and a pictorial task analysis of work tasks. Variables that may affect intervention outcomes in this project included attendance at school and school-based work settings for both the students with ASD and the peers without disabilities and behaviors and responses from others in the settings. Qualitative data was also collected from observations and surveys with peers about the process and their role. Data indicated that the students with ASD responded more positively to redirection and support from their peers than to teachers and staff and showed an increase in positive interactions with others. Those surveyed indicated a positive attitude toward and response to the use of peer interventions with visual supports. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20skills" title=" social skills"> social skills</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20training" title=" vocational training"> vocational training</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20interventions" title=" peer interventions"> peer interventions</a> </p> <a href="https://publications.waset.org/abstracts/182958/implementing-peer-mediated-interventions-with-visual-supports-for-social-skills-development-in-a-school-based-work-setting-with-secondary-students-with-autism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182958.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">42</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15184</span> Effectiveness of a Peer-Mediated Intervention on Writing Skills in Students with Autism Spectrum Disorder in the Inclusive Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siddiq%20Ahmed">Siddiq Ahmed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study aimed to investigate the effectiveness of a Peer-Mediated Intervention (PMI) on writing skills for a student with autism spectrum disorders in inclusive classrooms. The participants in this study were two students, one as a tutor and another as a tutee who was diagnosed with autism spectrum disorder (ASD). The target participant struggled with writing skills and was paired with a student with high academic outcomes. The Tutor had a readiness to act as a tutor for his peer and was trained on how to assist his peer and how to identify and guide his peer’s writing mistakes. Multiple baseline design across behaviors was implemented to monitor the student’s progress in writing skills. The results of the present study showed that PMI yielded significant improvements in academic achievements for the target student. This study suggests that further studies should replicate the current study with an intensive focus on other academic skills such as reading comprehension, writing social stories, and math. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=peer%20tutoring" title="peer tutoring">peer tutoring</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20skills" title=" writing skills"> writing skills</a>, <a href="https://publications.waset.org/abstracts/search?q=autism" title=" autism"> autism</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a> </p> <a href="https://publications.waset.org/abstracts/150914/effectiveness-of-a-peer-mediated-intervention-on-writing-skills-in-students-with-autism-spectrum-disorder-in-the-inclusive-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150914.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">108</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15183</span> The Psychosocial Issues and Support Needs of Patients with Chronic Kidney Disease Undergoing Hemodialysis: A Qualitative Study from Nepal</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akriti%20Kafle%20Baral">Akriti Kafle Baral</a>, <a href="https://publications.waset.org/abstracts/search?q=Ruixing%20Zhang"> Ruixing Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Dzifa%20K%20Lalit"> Dzifa K Lalit</a>, <a href="https://publications.waset.org/abstracts/search?q=Manthar%20M%20Alli"> Manthar M Alli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Hemodialysis is the most common type of dialysis globally approximately million are reported to receive this type of dialysis. Psychosocial issues in hemodialysis are the psychological and socioeconomic burdens emanating from the initiation and course of treatment and have the potential for gross deterioration in the quality of life and general well-being of patients. Understanding the psychosocial issues and needs of patients undergoing hemodialysis could pave the way for comprehensive support and therapies designed to reduce stress, improve social support, and foster mental resilience. Objectives: The aim of this study was to explore the psychosocial issues and support needs of patients undergoing hemodialysis at a tertiary care center in Nepal. Methods: A qualitative descriptive study was conducted among 20 purposefully selected patients attending hemodialysis treatment at Pokhara Academy of Health Sciences, Nepal. Data was analyzed via thematic analysis. Results: The study resulted in three major themes which included Emotional, psychological, and spiritual struggles, Social and economic impacts, and Support and information needs. Moreover, 16 sub-themes emerged which are Frustration with daily life, Constant fear of death, Thoughts of self-harm, Perceived Burden on Family, Sense of Divine Punishment, Sense of Unfairness, Fear about future uncertainties, Social avoidance, Social stigmatization, Loss of employment, Financial strain, Transportation challenges, Need for early, clear and comprehensive information, Need for support and reassurance from family, Support through peer connections, and Reassurance from healthcare providers. Conclusion: The findings of this study indicate that patients undergoing hemodialysis in Nepal experience numerous hardships and multifaceted struggles that require support from different dimensions. Establishing robust support systems that include family involvement, peer networks, and effective communication from healthcare professionals can significantly mitigate feelings of anxiety and isolation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hemodialysis" title="hemodialysis">hemodialysis</a>, <a href="https://publications.waset.org/abstracts/search?q=psychosocial%20issues" title=" psychosocial issues"> psychosocial issues</a>, <a href="https://publications.waset.org/abstracts/search?q=support%20needs" title=" support needs"> support needs</a>, <a href="https://publications.waset.org/abstracts/search?q=chronic%20kidney%20disease" title=" chronic kidney disease"> chronic kidney disease</a>, <a href="https://publications.waset.org/abstracts/search?q=end%20stage%20renal%20disease" title=" end stage renal disease"> end stage renal disease</a>, <a href="https://publications.waset.org/abstracts/search?q=Nepal" title=" Nepal"> Nepal</a> </p> <a href="https://publications.waset.org/abstracts/193191/the-psychosocial-issues-and-support-needs-of-patients-with-chronic-kidney-disease-undergoing-hemodialysis-a-qualitative-study-from-nepal" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193191.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">8</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=peer%20social%20support&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=peer%20social%20support&page=3">3</a></li> <li class="page-item"><a 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