Psychometric Evaluation of the Social Experience Questionnaire in Adolescents: Descriptive Data,Reliability, and Factorial Validity

This study evaluated the psychometric properties of the Social Experience Questionnaire (SEQ) in a sample of 1158 adolescents aged 13-17 years. Confirmatory factor analysis fit indices supported the hypothesized three-factor model of the SEQ that assesses overt and relational victimization, and prosocial behaviors from peers. Analyses of gender differences revealed that boys reported being overtly victimized more than girls, and girls reported greater receipt of prosocial behaviors from peers than boys. No gender differences in relational victimization were found. The internal consistency was adequate across gender, and test-retest stability over 12 months was modest. Intercorrelations among overt and relational victimization subscales suggest that these subscales assess related, but relatively independent constructs of peer victimization. These findings support the use of the SEQ with adolescents.     

The changing face of peer review at the National Institutes of Health

OBJECTIVE: To discuss the new peer review system at the National Institutes of Health (NIH) and to present the process undertaken to accomplish these changes, with an emphasis on the reproductive sciences. DESIGN: A discussion of the many NIH committees and their composition and reports leading to the changes in peer review affecting the reproductive sciences. RESULT(S) AND CONCLUSION(S): The Center for Scientific Review (CSR), which reviews grants for all NIH Institutes, will initiate the Cellular, Molecular, and Integrative Reproduction, the Integrative and Clinical Endocrinology and Reproduction, and the Pregnancy and Neonatology study sections in February 2004. The National Institute of Child Health and Human Development (NICHD)'s Division of Scientific Review has the following subcommittees, which started review in July 2003: Pediatrics; Developmental Biology; Biobehavior and Behavior Sciences; Population Science; Obstetrics and Maternal-Fetal Biology; Reproduction, Andrology, and Gynecology; and Function, Integration, and Rehabilitation Science.     

The benefits of peer support with diabetes

TOPIC: Peer coaching for diabetes support. purpose. To see if peer coaching assists a person with diabetes make the correct diet and activity choices. SOURCES OF INFORMATION: Journal articles, Internet. CONCLUSIONS: Peer support is helpful for people who are struggling to cope with diabetes. If peer support is offered, a structured follow-up program needs to be in place.     

Looking forward to promotion

OBJECTIVES: To determine what clinician-educators consider important for promotion, and what support they find helpful and useful for success. DESIGN: Cross-sectional study. SETTING: Eighty academic medical centers in the United States. PARTICIPANTS: One hundred eighty-three participants of the Prospective Study of Promotion in Academia comprising assistant professors in departments of medicine from 80 different medical schools in 35 states. MEASUREMENTS: Differences between clinician-educators' and clinician-investigators' work activities, promotion preparedness, and faculty support needs. RESULTS: One hundred seven (58%) of the faculty were clinician-educators (CEs), and 63 (34%) were clinician-investigators (CIs); the remaining 13 fit neither category. Participants had been in their faculty position for 4.7 years. Ninety-eight percent of CIs reported a publication expectation for promotion, and 75% of CEs also reported such an expectation. More CIs had career mentors available than CEs (68% vs 32%, P <.001). Seventy-nine percent of CIs indicated >10% protected scholarly work time, compared to only 35% of CEs (P <.001). Fifty-three percent of CIs as compared to 32% of CEs (P <.01) meet more often than yearly with their chief/chair for performance review, and more CIs have seen written promotion guidelines (72% vs 51%, P <.01). Clinician educators believed out of 11 job performance areas, research, written scholarship, and reputation were the 3 most important factors that would determine the success of their application for promotion. Both CEs and CIs sense that CIs are more likely get promoted (82% vs 79%). CONCLUSIONS: Clinician educators are less familiar with promotion guidelines, meet less often with superiors for performance review, and have less protected time than CI colleagues. There is dissonance between CEs' beliefs and previously published data from promotion committee chairs in the importance given to specific aspects of job performance.     

Increasing Social Interaction Between General Education High School Students and Their Peers with Mental Retardation

We used a multiple-baseline design across participants to assess the effects of a verbal directive on the social interactions of general education high school students enrolled in a peer buddy program and their peers with mental retardation. General education students were asked to interact as friends with their peers while they engaged in leisure activities. Delivery of the directive was associated with increases in occurrence of social interaction, improvement in quality and reciprocity of interaction, and increases in range of communication behaviors performed by students with mental retardation. In addition, students discussed a greater variety of conversational topics. Findings are discussed with respect to strategies for increasing social interaction among high school students.     

Peer evaluation in nurses' professional development: a pilot study to investigate the issues

Peer evaluation in nursing is a method by which the nurse evaluates the work of a peer, according to set evaluation criteria. The aim of the study was to clarify the potential significance of peer evaluation with regard to nurses' career development and relates to the introduction of a career development programme for nurses in a Finnish University Hospital. The research concepts were created on the basis of literature analysis. The concepts served as a basis for data collection, and five open-ended questions were devised from them. Informants (n = 24) gave free-form essay-type answers to these questions. The material was analysed using qualitative content analysis. The results indicate that self-evaluation constitutes the basis for peer evaluation. Peer evaluation allows nurses to give and receive professional and personal support promoting professional development. Professional support offers possibilities for change and alternative action. Personal support requires respect for the peer's equality and individuality. Personal peer support can decrease feelings of uncertainty and insecurity caused by work. The conclusion is drawn that peer evaluation is a means of promoting nurses' professional development to further on-the-job learning in collaboration with peers.     

Peer-Led Seeking Safety: Results of a Pilot Outcome Study with Relevance to Public Health

There is a rich history of peer-led recovery efforts related to substance use disorder (SUD). Yet we know of no peer-led approaches for co-occurring SUD and trauma-related problems. This combination is widespread, has impact on multiple life domains, and presents major recovery challenges. In this pilot, we evaluated peer-led Seeking Safety (SS). SS is the most evidence-based and widely implemented therapy for SUD with co-occurring PTSD or other trauma-related problems. Eighteen women in residential substance-abuse treatment participated. All met SUD criteria (primarily opiate and cocaine dependence); most had a comorbid mental health disorder; and they had elevated trauma-related symptoms. The 25 SS topics were conducted twice-weekly. Participants were assessed at baseline and end-of-treatment, with some measures also collected monthly. Results showed significant positive outcomes in trauma-related problems (the Trauma Symptom Checklist-40); psychopathology (the Brief Symptom Inventory); functioning (the BASIS-32, including impulsive-addictive behavior); self-compassion (the Self-Compassion Scale); and SS coping skills. Effect sizes were consistently large. SS satisfaction and fidelity ratings were high. Substance use levels could not be assessed due to the residential setting. Qualitative data indicated enthusiasm for peer-SS by both peers and staff. Study limitations, future research, and public health relevance are discussed.     

Peer Education from the Perspective of Peer Educators

Peer educators (PEs) have a significant role in providing education on various health issues like smoking, alcohol, and other substance use. This study aimed to determine the experiences and opinions of PEs regarding a peer education program. Using the qualitative research method, data were collected from the study sample, which consisted of 23 student PEs, via semi-structured focus group discussions. Three main themes were developed: the Perceived Efficacy of Peer Education, Suggestions Regarding a Peer Education Program, and Contribution of the Peer Education Program to PEs. This study showed that peer educators thought peer education to be a highly effective method for the prevention of substance abuse. To improve the effectiveness of the program, it was recommended that it be started during middle school instead of high school, that families and local institutions be involved in the program, and that the students be directed to participate in arts, sports, and social activities.