Perceived Benefits of Online Support Groups for Women with Metastatic Breast Cancer

Women with metastatic breast cancer (MBC), a life-threatening illness, stand to benefit a great deal from online support groups, but none have been studied specifically within this population. The present mixed-method study was carried out to determine which therapeutic factors occurred in online MBC support groups, and to see how such factors might have acted to benefit participants. Participants were 20 women with MBC who participated in online peer support groups. Most reported benefiting in some way from their groups. Six therapeutic factors theorized to be helpful in online support groups and cancer support groups were present in the groups studied: group cohesiveness, information exchange, universality, instillation of hope, catharsis, and altruism. However, although participants reported being able to discuss many other concerns freely, they had difficulty discussing death and dying, which are critical issues for this category of women with BC.     

Women’s Perceptions and Experiences of Breastfeeding Support: A Metasynthesis

Abstract: Background: Both peer and professional support have been identified as important to the success of breastfeeding. The aim of this metasynthesis was to examine women’s perceptions and experiences of breastfeeding support, either professional or peer, to illuminate the components of support that they deemed “supportive.” Methods: The metasynthesis included studies of both formal or “created” peer and professional support for breastfeeding women but excluded studies of family or informal support. Qualitative studies were included as well as large‐scale surveys if they reported the analysis of qualitative data gathered through open‐ended responses. Primiparas and multiparas who initiated breastfeeding were included. Studies published in English, in peer‐reviewed journals, and undertaken between January 1990 and December 2007 were included. After assessment for relevance and quality, 31 studies were included. Meta‐ethnographic methods were used to identify categories and themes. Results: The metasynthesis resulted in four categories comprising 20 themes. The synthesis indicated that support for breastfeeding occurred along a continuum from authentic presence at one end, perceived as effective support, to disconnected encounters at the other, perceived as ineffective or even discouraging and counterproductive. A facilitative approach versus a reductionist approach was identified as contrasting styles of support that women experienced as helpful or unhelpful. Conclusions: The findings emphasize the importance of person‐centered communication skills and of relationships in supporting a woman to breastfeed. Organizational systems and services that facilitate continuity of caregiver, for example continuity of midwifery care or peer support models, are more likely to facilitate an authentic presence, involving supportive care and a trusting relationship with professionals. (BIRTH 38:1 March 2011)     

The Peer Social Networks of Young Children with Down Syndrome in Classroom Programmes

Background The nature and characteristics of the peer social networks of young children with Down syndrome (DS) in classroom settings were examined within a developmental framework. Method Comparisons were made with younger typically developing children matched on mental age and typically developing children matched on chronological age. Results Similar patterns were found for all three groups for most peer social network measures. However, group differences were obtained for measures of teacher assistance and peer interactions in unstructured situations. Conclusions Positive patterns appeared to be related to the social orientation of children with DS and the special efforts of teachers to support children’s peer social networks. Findings also suggested that fundamental peer competence problems for children with DS remain and may best be addressed within the framework of contemporary models of peer‐related social competence.     

预印本自组织同行评议的通证激励机制研究

【目的】 将通证激励机制应用于预印本自组织同行评议的框架之中,解决该同行评议模式缺乏激励机制的问题。【方法】 将“通证经济”的理念与激励机制相结合,解决预印本系统中自组织同行评议的激励问题,并通过案例分析方法,以Steemit为参考模式,研究其通证激励机制的原理与特点。【结果】 通证激励模式下的预印本系统是一种建立在区块链技术上,以学术共同体为核心的自组织内容发表系统,利用通证激励,充分调动系统的所有成员参与到论文发表的过程中。【结论】 将通证激励应用于预印本的自组织同行评议中,能够对作者和评议专家的角色行为进行正向引导和激励,从而保证预印本系统良性自运转,形成良好的学术生态。     

Associations between alcohol-related concerns,normative perceptions of peer alcohol use,and veterans’ drinking behavior over six months

Abstract

The Veterans Health Administration (VHA) has implemented initiatives to increase rates of brief alcohol counseling (BAC). Half of eligible veterans do not receive such care. Understanding patient characteristics associated with drinking behavior may identify patients for whom BAC may be acceptable. Data collected from veterans between January 2010 and September 2011 (N?=?167) were examined. Results find that alcohol-related concerns and perceptions of peer alcohol consumption are associated with reduced drinking behavior. These findings suggests that assessing drinking concerns and perceptions of peer alcohol use may help to identify patients interested in changing drinking behavior, receiving care, and assist providers in delivering appropriate counseling.     

Assessment of a Large-Scale Peer Learning Program’s Value by Manual Review of Case Submissions

ObjectivePrior studies used submission numbers or report addendum rates to measure peer learning programs’ (PLP) impact. We assessed the educational value of a PLP by manually reviewing cases submitted to identify factors correlating with meaningful learning opportunities (MLOs).MethodsThis institutional review board–exempted, retrospective study was performed in a large academic radiology department generating >800,000 reports annually. A PLP facilitating radiologist-to-radiologist feedback was implemented May 1, 2017, with subsequent pay-for-performance initiatives encouraging increasing submissions, >18,000 by 2019. Two radiologists blinded to submitter and receiver identity categorized 336 randomly selected submissions as a MLO, not meaningful, or equivocal, resolving disagreements in consensus review. Primary outcome was proportion of MLOs. Secondary outcomes included percent engagement by subspecialty clinical division and comparing MLO and report addendum rates via Fisher’s exact tests. We assessed association between peer learning category, pay-for-performance interventions, and subspecialty division with MLOs using logistic regression.ResultsOf 336 PLP submissions, 65.2% (219 of 336) were categorized as meaningful, 27.4% (92 of 336) not meaningful, and 7.4% (25 of 336) equivocal, with substantial reviewer agreement (86.0% [289 of 336], κ = 0.71, 95% confidence interval 0.64-0.78). MLO rate (65.2% [219 of 336]) was five times higher than addendum rate (12.9% [43 of 333]) for the cohort. MLO proportion (adjusted odds ratios 0.05-1.09) and percent engagement (0.5%-3.6%) varied between subspecialty divisions, some submitting significantly fewer MLOs (P < .01). MLO proportion did not vary between peer learning categories.ConclusionEducational value of a large-scale PLP, estimated through manual review of case submissions, is likely a more accurate measure of program impact. Incentives to enhance PLP use did not diminish the program’s educational value.     

Process evaluation of school-based peer education for HIV prevention among Yemeni adolescents

In 2005, a survey was conducted among all the 27 high schools of Aden, which revealed low levels of knowledge on major prevention measures, and a high level of stigma and discrimination towards people living with HIV (PLWH). The results served as a baseline for implementing a school-based peer education intervention for HIV prevention in the 27 schools of Aden. In 2008, and after 3 years of implementation, a quasi-experimental evaluation was conducted, which revealed that the peer education intervention has succeeded in improving HIV knowledge and skills; and in decreasing stigmatization of PLWH. This process evaluation aims to give a deeper understanding of the quasi-experimental evaluation which was conducted in the 27 high schools of Aden, and to highlight the factors that facilitated or inhibited school peer education in such a conservative Muslim setting. Qualitative methodologies were pursued, where 12 focus group discussions and 12 in-depth interviews were conducted with peer educators, targeted students, school principals, social workers, and parents of peer educators. Results revealed that school-peer education was well received. There was an apparent positive effect on the life skills of peer educators, but the intervention had a lesser effect on targeted students. Key enabling factors have been the high quality of training for peer educators, supportive school principals, and acceptance of the intervention by parents. These findings are important for improving the life skills and peer education intervention at the school level, and in better planning and implementation of life skills and peer programmes at a national scale.     

Difficult temperament and children’s peer relations: the moderating role of quality of parent–child relationships

ABSTRACT

The current study is an examination of contributions of difficult temperament and qualities of parent–child relationship to Turkish children’s peer relations, with a specific focus on the moderating role of parent–child relationships (closeness and conflict) on difficult temperament when predicting children’s peer relations. Participants were 94 children (56 boys) with the mean age of 7.05 years (SD?=?.88) enrolled in 24 classrooms from five elementary schools in a suburban school district in Turkey. Mothers reported on parent–child relationships and child temperament, and teachers reported on peer relations. Results from the hierarchical regression analyses showed that parent–child conflict was negatively associated with children’s peer relations. Parent–child conflict moderated the association between children’s difficult temperament and their peer relations. Children who experienced low levels of parent conflict and were not temperamentally difficult showed more positive peer relations as rated by their teachers. Limitations and future directions of the current study are discussed.     

一种动态负载均衡的P2P应用层组播方案

基于结构化的P2P基础设施,给出一种动态负载均衡的应用层组播方案--DLBMS.利用Tapestry协议的路由和定位机制,设计了延迟优化的组播转发树结构,采用根节点复制的方法生成多棵不相交的组播转发树,根据负载的变化动态调节组播转发树数目以实现负载均衡和降低源到组成员节点的端到端延迟.通过模拟实验说明了此方案在平均控制负载和端到端平均延迟方面的有效性.     

INTERACTIONS OF LANGUAGE-DELAYED AND NORMAL PRESCHOOL BOYS WITH THEIR PEERS

This study examined the impact of specific language delay (LD) on peer interactions in preschool children. Three groups of dyads were studied: normal children interacting with normal children, normals interacting with LD children and LD children with each other. The normal children were more likely to initiate interaction when the partner was non-responsive and to attempt to dominate the interaction. The results of this study illustrate reciprocity in the social interactions of young children, the significant role of dominance and control in interaction and the sensitivity of preschool children to the characteristics of their peers.