De Peer Support Group Kwalitatief Onderzoek van de HU is een groeiende, zelfsturende, HU-brede groep die is ontstaan uit de behoefte van onderzoekers en docenten om als ‘peers’ onderling kennis en ervaring te delen met betrekking tot kwalitatief onderzoek. De logistiek en organisatie van deze groep heeft een zeer fluïde karakter. Zij vormt zich naar de inhoudelijke en organisatorische behoeften van de groep. Deze behoeften zijn continu in beweging door onder andere veranderingen binnen de organisatie van de HU en de verschillende werkvelden en onderzoeksdomeinen waaruit de deelnemers afkomstig zijn. Maar ook door de ontwikkelingen die plaatsvinden op het terrein van kwalitatief onderzoek, binnen de eigen Peer Support Group (PSG) zelf en van de individuen die deel uitmaken van de PSG. In deze bijdrage zal ik nader uiteenzetten hoe complexiteit een rol speelt in het ontstaan en functioneren van de PSG.
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Binnen de nieuwe opleiding Social Work van de Hogeschool Utrecht is gehoor gegeven aan de toenemende wens van studenten om meer te doen met eigen ervaringen met psychische kwetsbaarheid. Deze wens is onder meer vertaald in een peersupportgroep voor studenten, die in de periode maart t/m juni in 2018 en 2019 liep. Veel studenten beschikken over een behoorlijk potentieel aan ervaringskennis wat door middel van peer support in een veilige setting kan worden verkend. Deelnemers worden zich bewust van dit potentieel door hierop met elkaar reflecteren en (verder) te ontwikkelen. Een peer support groep werkt taboedoorbrekend en biedt ondersteuning aan studenten met een psychische kwetsbaarheid. Peer support ondersteunt ook aankomend professionals gebruik te maken van eigen kwetsbaarheid. Voor veel (aankomend) hulpverleners was het tot voor kort ongebruikelijk om dit te doen. Intussen worden de verhoudingen tussen cliënt en hulpverlener anders gedefinieerd en richt de (herstelgerichte) zorg zich steeds nadrukkelijker op destigmatisering, de inzet van ervaringsdeskundigheid, gelijkwaardigheid en openheid in de begeleidingsrelatie. Peer support-programma’s worden steeds vaker geïmplementeerd in (zorg)organisaties om mensen te helpen omgaan met problemen, maar spelen ook in de beroepsontwikkeling van aankomend sociaal werkers een belangrijke rol. Deze rapportage is een samenvoeging van een eerdere interne rapportage van de peer supportgroep uit 2018 (Leunen; Lamers & Van Slagmaat, 2018) en een evaluatie van de peer supportgroep in 2019.
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The first year of study is very exciting for many students. Everything is new: the school, your schedule, the teachers, and your fellow students. How can a university ensure a smooth transition for first-year students? For this, Inholland launched the Students for Students (S4S) project in the 2019-2020 academic year. In this project, second-year students (studentcoaches) support first-year students with their studies. They do this based on their own experience and the training they receive during their year as studentcoaches. Research shows that peer-mentoring is very successful in aiding first-year students through their first year of the study program. Peer-mentoring has the potential to increase well-being, social bonding, the feeling of belonging, and student resilience. It also ensures smoother academic integration, as peer-mentoring focuses on developing academic skills as well. Additionally, a studentcoach is often a low threshold point of contact for students where they can go with questions.
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This study provides an illustration of a research design complementary to randomized controlled trial to evaluate program effects, namely, participatory peer research (PPR). The PPR described in current study was carried out in a small sample (N = 10) of young adults with mild intellectual disabilities (MID) and severe behavioral problems. During the PPR intervention, control and feedback to individuals is restored by training them to become participant-researchers, who collaborate in a small group of people with MID. Their research is aimed at the problems the young adults perceive and/or specific subjects of their interest. The study was designed as a multiple case study with an experimental and comparison group. Questionnaires and a semistructured interview were administered before and after the PPR project. Results of Reliable Change Index (RCI) analyses showed a decrease in self-serving cognitive distortions in the PPR group, but not in the comparison group. These results indicate that PPR helps to compensate for a lack of adequate feedback and control, and in turn may decrease distorted thinking and thereby possibly later challenging behavior.
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To examine the association of adolescents' snack and soft drink consumption with friendship group snack and soft drink consumption, availability of snacks and soft drinks at school, and personal characteristics, snack and soft drink consumption was assessed in 749 adolescents (398 girls, 351 boys, age 12.4 - 17.6 years), and their friends, and snack and soft drink availability at schools was measured. In regression analysis, consumption by friends, snack and soft drink availability within school, and personal characteristics (age, gender, education level, body mass index) were examined as determinants of snack and drink consumption. Snack and soft drink consumption was higher in boys, soft drink consumption was higher in lower educated adolescents, and snack consumption was higher in adolescents with a lower body weight. Peer group snack and soft drink consumption were associated with individual intake, particularly when availability in the canteen and vending machines was high. The association between individual and peer snack consumption was strong in boys, adolescents with a lower education level, and adolescents with lower body weights. Our study shows that individual snack and soft drink consumption is associated with specific combinations of consumption by peers, availability at school, and personal characteristics.
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Op basis van een kwalitatief onderzoek onder 30 peergroups, waarbij gebruik gemaakt werd van focus group interviews, wordt de volgende vraag beantwoord: Welke functies vervullen peer groups voor de individuele leden bij het leren onderhandelen metleeftijdgenoten, ouders en docenten? Welke sociale competenties worden in de peergroup verkregen en hoe gaan peer groups om met de risico's van de moderne samenleving? Het artikel geeft inzicht in de onderscheiden onderhandellingsstrategieen van meisjes en jongens met verschillende opleidingsachtergronden. Uit de gegevens blijkt dat jongeren binnen de context van de peergroup een betekenisvolle werkelijkheid creëren die hen belangrijke oriëntaties biedt voor de huidige samenleving. Peergroups leren elkaar bijvoorbeeld de gevolgen van hun handelen in te schatten en op een verantwoordelijke manier met de moderne risico's om te gaan. Jongeren uit een peergroup steunen elkaar bij moeilijke beslissingen inzake studie- beroeps- en relatiekeuzes waarvan gevolgen niet altijd zijn te overzien. In multiculturele contexten dient de peergroup als een platform voor discussies waarmee jongeren een balans zoeken tussen tegenstrijdige waarden en levenswijzen thuis, op school en in de vriendengroep. En tenslotte: De peergroep stimuleert informeel jeugdcultureel leren en creativiteit. Als zodanig zijn scholen waar leeftijdgenoten veel tijd doorbrengen niet alleen een broedplaats voor het verkrijgen van schools (leer) kapitaal, maar vooral ook van jeugdcultureel kapitaal. Voor jongeren (vooral jongens)met een problematische onderwijsloopbaan vervult de peer group vooral de functie van het verdragen van frustraties die zij op school en in hun buurten ondervinden. Vanuit deze peer groups krijgen agressie en criminele handelingen vorm.
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Objective: Frequent high caloric intake (snacking) induces overweight. The aim of this study was to examine the impact of social and physical environmental factors on the snacking behavior of adolescents. Design: cross-sectional population based study Method: Snacking behavior of individuals and their peer-group members (cliques) was assessed in 749 adolescents (398 girls, 351 boys, mean age 14.9, range 12.4 - 17.6 years). Snack and soft drink availability at school were observed. In hierarchical stepwise regression analysis, clique consumption, snack and soft drink availability at school, and person characteristics (age, gender, education level, and body mass index), were examined as determinants of snacking behavior. Individual consumption was also predicted from clique consumption combined with school availability and person characteristics. Results: Snack and soft drink consumption was higher in boys than in girls, soft drink consumption was higher in adolescents with lower education, and snack consumption was lower in adolescents with a lower body weight. Clique snack and soft drink consumption were associated with individual snack and soft drink intake, particularly in case of more availability of snacks and soft drinks, and in boys, adolescents with a lower education level and adolescents with lower body weights. Conclusion: More snacking in adolescents is associated with more snacking in the peer group they belong to, especially in schools with high availability of snacks and soft drinks, in boys, and in lower educated or normal weight adolescents. These findings offer opportunities for influencing individual behavior by preventive programs e.g., by peer education in targeted groups. Future research is suggested for evaluating the potential effect of such programs.
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Just what and how eight experienced teachers in four coaching dyads learned during a 1-year reciprocal peer coaching trajectory was examined in the present study. The learning processes were mapped by providing a detailed description of reported learning activities, reported learning outcomes, and the relations between these two. The sequences of learning activities associated with a particular type of learning outcome were next selected, coded, and analyzed using a variety of quantitative methods. The different activity sequences undertaken by the teachers during a reciprocal peer coaching trajectory were found to trigger different aspects of their professional development.
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From the article: "Whilst the importance of online peer feedback and writing argumentative essays for students in higher education is unquestionable, there is a need for further research into whether and the extent to which female and male students differ with regard to their argumentative feedback, essay writing, and content learning in online settings. The current study used a pre-test, post-test design to explore the extent to which female and male students differ regarding their argumentative feedback quality, essay writing and content learning in an online environment. Participants were 201 BSc biotechnology students who wrote an argumentative essay, engaged in argumentative peer feedback with learning partners in the form of triads and finally revised their original argumentative essay. The findings revealed differences between females and males in terms of the quality of their argumentative feedback. Female students provided higher-quality argumentative feedback than male students. Although all students improved their argumentative essay quality and also knowledge content from pre-test to post-test, these improvements were not significantly different between females and males. Explanations for these findings and recommendations are provided"
MULTIFILE
Society and (higher) education have changed rapidly in recent decades. For example, since knowledge has become more volatile, life-long learning has become increasingly important. Higher education itself has been subject of change in the last decade as well. Particularly in the wake of social-constructivist theories, many institutes have transformed their learning approach to a model in which students are involved in different activities at different moments. Thus, student populations are becoming more heterogeneous. For example, they have different tutoring needs. This leads to an increasing workload for teachers. At the same time, students have changed in their expectations. A young generation of students, who grew up with ICT embedded in their daily lives, have become used to the almost instant availability of knowledge and accessibility of people through the internet. The aim of this research paper is to propose a solution for the extensive and diverse tutoring needs that have arisen in these novel societal and educational settings. Peer tutoring is indicated to be a promising replacement for teacher guidance in certain contexts. An important problem in its implementation, however, is how peers should be matched and how the tutoring itself should be organised. Instant messaging is proposed as a possible vehicle for solving these problems. Our study focuses on developing a system for automated allocated peer tutoring through instant messaging. A first version of the system was made available to two groups of students, one in distance education, the other in regular education. A selection of students participated in interviews, providing data on the feasibility and acceptance of this implementation of allocated synchronous peer tutoring. The interview data indicate that students are positive towards system-allocated peer tutoring, but that the context in which it is implemented is crucial.
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