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At least 19 recordsLinked to original sources
PubMed1994

Traits and relationship status: stranger versus peer group inhibition and test intelligence versus peer group competence as early predictors of later self-esteem.

A 9-year longitudinal study of 99 children observed from ages 4 through 12 showed that inhibition toward strangers was strongly related to inhibition with peers, and test intelligence to social competence with peers, only in the first months of preschool socialization. These correlations decreased later on. Stranger inhibition and test intelligence were not predictive of social self-esteem in middle childhood. However, high inhibition and low competence in the peer group after 1 and 2 years of group socialization did predict low social self-esteem up to age 10. Discussion focuses on the processes that might mediate these correlative relations and on the role of relationship-unspecific traits and relationship-specific individual attributes for later social-emotional developmental outcomes.

Child↗
PubMed1996

Group peer review in psychiatry: the relationship to quality improvement and quality care.

OBJECTIVE: This study sought to elucidate the contribution of peer review groups involving psychiatrists to quality improvement and quality care. METHOD: Audio-taped interviews of groups engaged in peer review were analysed using a qualitative methodology. Participants' views of the ways in which they experienced and conceptualised peer review were explored. RESULTS: The views of participants in peer review groups were analysed, and categories evolved which identified differences in how they perceived the structure and function of group peer review. CONCLUSIONS: Participants in the groups studied perceived peer review as a professional growth forum within a quality improvement framework providing critical review of treatment, continuing education, and a sense of collegiality. Boundaries of acceptable practice were tested and defined. At its best, participation in peer review groups enhanced reflective practice which achieved new understandings of clinical work. In this regard, peer review is seen as a highly desirable method for the maintenance of professional standards.

Attitude of Health Personnel↗
PubMed1994

The contribution of influence and selection to adolescent peer group homogeneity: the case of adolescent cigarette smoking.

Understanding the homogeneity of peer groups requires identification of peer groups and consideration of influence and selection processes. Few studies have identified adolescent peer groups, however, or examined how they become homogeneous. This study used social network analysis to identify peer groups (cliques), clique liaisons, and isolates among adolescents in 5 schools at 2 data collection rounds (N = 926). Cigarette smoking was the behavior of interest. Influence and selection contributed about equally to peer group smoking homogeneity. Most smokers were not peer group members, however, and selection provided more of an explanation than influence for why isolates smoke. The results suggest the importance of using social network analysis in studies of peer group influence and selection.

Adolescent↗
PubMedDate not supplied

Examination of peer-group contextual effects on aggression during early adolescence.

Peer group contextual effects of aggressive behavior among middle school students (6th-8th graders) were examined using a short-term longitudinal design. More specifically, the homophily hypothesis that peer group membership influences individual-level bullying and fighting was evaluated with multilevel sex-specific models of individual- and peer-level aggression scores. Peer groups were identified via social network analysis. Intraclass correlation coefficients yielded through hierarchical linear modeling demonstrated substantial within-group similarity on self-reported bullying and fighting, suggesting that students affiliate with individuals who bully and fight at the same frequency. Peer group bullying and fighting was associated with individual-level behavior, even after controlling individual baseline levels for males and females. However, peer contextual effects explained more variance in individual bullying than individual fighting. This differential impact of peer group membership suggests that future studies consider peer relations across subtypes of aggression.

Adolescent↗
PubMed1999

A method for proficiency testing of small peer groups in the College of American Pathologists Coagulation Surveys.

OBJECTIVE: To develop a grading scheme for the proficiency testing of small peer groups of fewer than 10 members for the prothrombin time (PT) and activated partial thromboplastin time (APTT). METHODS: A modified target value for small peer groups was derived based on the assumption that measurement variability in the PT and APTT is more greatly influenced by variations in reagents than in instruments. Criteria for grading were established by statistical simulation to achieve misclassification errors of less than 5% for both incorrectly passing and failing participants. College of American Pathologists Coagulation Survey data were analyzed to determine the number of additional laboratories graded using the proposed scheme, as well as the failure rates among participants in the small peer groups. RESULTS: The modified target value for small peer groups is a weighted average between the mean of the peer group and the mean of all participants using the same reagent (reagent group). Peer groups with as few as 4 members can be graded provided that specific criteria are satisfied: there must be at least 5 peer groups for the same reagent, at least 3 of these 5 peer groups must have more than 3 members, and the coefficient of variation for the reagent group must be less than 10%. This proposed grading scheme decreased the number of ungraded laboratories by 44% to 46% for the PT and 42% to 55% for the APTT. The percentage of failing grades among participants in the small peer groups ranged from 1.3% to 4.1% for the PT and 1.4% to 7.2% for the APTT. These failure rates were 2.8- to 13.0-fold higher than the failure rates in large peer groups (P < or = .05). CONCLUSIONS: The proposed small peer group grading scheme can improve the effectiveness of College of American Pathologists proficiency testing for the PT and APTT and may also be generally applicable to other test methods and analytes.

Anticoagulants↗
PubMed1990

Understanding how groups work: a study of homogeneous peer group failures.

The study examines thirty-six homogeneous peer support groups that failed to positively benefit most of the participants. Outcomes were assessed pre and one-year post using measures of mental health, marital relationships, and motherhood role indices. Four central group process characteristics previously found to be common in successful peer support groups were used as a framework for developing a series of post hoc hypotheses. The groups were found to be low on cohesiveness defined behaviorally, saliency, cognitive structures for reframing common dilemmas, and limited in the range of therapeutic experiences.

Adult↗
PubMedDate not supplied

The peer group as a context for the development of young adolescent motivation and achievement.

This study investigated the peer group as a context for the socialization of young adolescents' motivation and achievement in school. Social network analysis was used to identify peer groups of adolescents in middle school whose members regularly interacted with each other (N = 331). Actual reports from these peer group members were used to assess peer group characteristics. Multilevel analyses indicated that peer groups did socialize some academic characteristics, controlling for selection factors. Students' peer group context in the fall predicted changes in their liking and enjoyment of school (intrinsic value) and their achievement over the school year. Students' peer group context was unrelated to changes in their beliefs about the importance of school (utility value) or expectancies for success over the school year.

Adolescent↗
PubMedDate not supplied

Creation of hospital peer groups.

Hospital characteristics vary greatly across a geographic area such as a state. Hospital peer groups internally exhibit similar characteristics and can be used as a basis for the analysis of data, the dissemination of information, and the adoption of continuous quality improvement project results. This paper reflects the efforts made toward the identification of hospital peer groups within the state of Michigan. Hospital characteristics data for fiscal year 1992 were obtained from the American Hospital Association's Annual Survey of Hospitals and the Health Care Financing Administration's MEDPRO database. Thirteen peer group clusters have been identified, reviewed, and commented on by the state's hospital association and have met general approval by hospital administrators across the state. The established peer groups are being used to identify the differences in patterns of care among hospitals in the state. The peer groups also are being used for the feedback of comparable data and the identification of hospitals for participation in continuous quality improvement projects. The next research objective is to experiment with other clustering techniques and other inpatient populations. The consistency of the peer groupings across all clustering techniques and across both Medicare and total inpatient populations will be studied.

Centers for Medicare and Medicaid Services, U.S.↗
PubMed2000

Subtypes of victims and aggressors in children's peer groups.

This study reports an investigation of the behavioral profiles and psychosocial adjustment of subgroups of victims and aggressors in elementary school peer groups. Peer nomination scores for aggression and victimization were used to classify 354 inner-city children (mean age of 10.3 years) into one of four subgroups: aggressive victims, nonaggressive victims, nonvictimized aggressors, and normative contrasts. Subgroup comparisons were then conducted using multi-informant assessment of social behavior, social acceptance-rejection, behavioral regulation, academic functioning, and emotional distress. Children in each of the victim-aggressor subgroups were characterized by a degree of social and behavioral maladjustment. However, impairments in behavioral and emotional regulation were most evident for the aggressive victim subgroup. Aggressive victims were also characterized by academic failure, peer rejection, and emotional distress. The results of this investigation highlight the distinctive nature of the aggressive victim subgroup.

Aggression↗
PubMed1986

The importance of peer group ("crowd") affiliation in adolescence.

Many researchers have speculated about the role peer groups play in adolescent development, but few have examined teenagers' own perspective on the importance of group affiliations. The two studies reported here, involving 1,300 7th to 12th graders in three Midwestern U.S. communities, assessed teenagers' valuation of belonging to a "crowd" as well as the reasons they cited to support or oppose crowd affiliation. The importance of crowd affiliation declined across age. Younger adolescents generally favored membership, emphasizing the crowd's ability to provide emotional or instrumental support, foster friendships and facilitate social interaction. Older respondents expressed dissatisfaction with the conformity demands of crowds and felt their established friendship networks obviated the need for peer group ties. The importance of crowd affiliation was not related to the strength of respondents' sense of identity but did vary significantly with their willingness to conform to peers and the centrality of their position in peer groups or the type of crowd to which they belonged. Findings emphasized that adolescent peer groups can serve multiple functions, whose salience shifts with age.

Adolescent↗
PubMed1988

Conceptions and perceived influence of peer groups: interviews with preadolescents and adolescents.

72 fifth-, eighth-, and eleventh-grade boys and girls were interviewed to investigate developmental changes in perceptions of peer groups and group influence. Results indicated that preadolescents defined groups on the basis of common activities and social behavior and considered group influence to be greatest in these domains. Older adolescents were more likely to describe peer-group influence as global and far reaching, affecting one's appearance, illicit acts, attitudes, and values. Corresponding to increases in peer-group conceptions emphasizing group attitudes/norms and global influence were increases in the extent to which subjects felt that peer-group acceptance or rejection influenced self-evaluation. Developmental changes in the apparent reference-group functions of peer groups for adolescent identity formation are discussed.

Adolescent↗
PubMed1996

Group peer review: a questionnaire-based survey.

OBJECTIVE: This paper presents the findings from a questionnaire-based survey of psychiatrists designed to elucidate the positive and negative aspects of group peer review and its perceived place in accountability procedures, and to provide information about how accountability through group peer review might be improved. METHOD: Three hundred and eighty-eight psychiatrists were surveyed via mailout questionnaire. Demographic data, details of groups, and perceptions of beneficial and detrimental effects of group peer review were sought from group participants and non-participants. Attitudes of participants were compared with those of non-participants. Features of groups related to satisfaction in participants were examined. RESULTS: The majority of the 170 respondents participating in groups regarded peer review as a means of maintaining and improving skills, sharing ideas and methods, receiving constructive criticism and feedback, of educational benefit and an important source of professional accountability. Non-participants, while less positive overall, responded equally that participation in peer review groups would be an effective response to accountability procedures. Potential detrimental effects and problems with the functioning of peer review groups were elucidated. CONCLUSIONS: Group peer review contributes significantly to professional accountability and education in well-functioning groups. Further strategies for the facilitation of group functioning and for the processing of problems arising in group peer review need to be developed to optimise its contribution to the maintenance and improvement of professional standards.

Adolescent Psychiatry↗
PubMed1999

Effectiveness of professional--peer group treatment: symptom management for women with PMS.

The purpose of this intervention study was to determine short- and long-term effectiveness of a symptom management intervention aimed at relieving the distress associated with premenstrual syndrome (PMS). The PMS Symptom Management Program (PMS-SMP), a package of nonpharmacological strategies involving self-monitoring, personal choice, self-regulation, and self/environmental modification, was administered within a group combining peer support and professional guidance to 91 women classified with severe PMS (early treatment groups n = 40; waiting treatment groups n = 51). Repeated behavioral measures (symptom severity and personal resources/demands) were obtained on five occasions: two menstrual cycles prior to treatment and at 3, 6, 12, and 18 months after treatment. A package of symptom management strategies was effective in reducing PMS severity by 75%, premenstrual depression, and general distress by 30-54%, as well as increasing well-being and self-esteem in women experiencing severe PMS. These results compare favorably with antidepressant drug treatment studies that report a 40-52% reduction in PMS severity. The most marked improvement was found in the first 3 months after treatment; however, improvement was maintained or enhanced in the long-term follow-up. Although focused on perimenstrual symptom relief, these strategies are generally health promoting and can be applied to other women's health conditions.

Adaptation, Psychological↗
PubMed1981

[Aggression in peer groups during the second year of life].

1. Very little is known about the behaviour of children in their second year and even less in their Peer-group. Aggressive behaviour among peers seems to be established at this age and it is interesting to observe it within the Peer-groups. 2. A useful definition of aggression seems to be the following one: Aggression is any physical contact, direct or indirect, by which another person is hurt. 3. We observe five different forms of aggression: 3.1 Aggression by chance, without any aim, happening out of awkwardness and motoric clumsiness. This kind of aggression becomes rarer during the second year. 3.2 Manipulating one another, as shaking arm or leg of another child, pulling his hair, tapping his body and so on, giving the impression of the aggressor exploring his partner. This kind of aggression also becomes rarer during the second year. 3.3 Robbery of objects, i.e. toys being in the hands of another; the reaction of the victim is increasing during the second year. 3.4 Aggression in order to control the group and to establish leadership in connection with the development of a group hierarchy. 3.5 Pathologic Aggression, observed on a child of the group with brain dysfunction. The child overthrows others from behind, climbs on them and bites them in the ear, the neck or the cheek. 4. We still need more observation on Peer-groups of this age to know more about the beginning and development of the here described phenomena.

Aggression↗
PubMed1993

Peer group interactions and the student-perceived climate for caring.

Using the descriptive mode of qualitative inquiry, this study was conducted with 10 junior nursing students at five baccalaureate schools of nursing to describe a climate for caring as it is experienced within the context of peer group interactions. The findings from this study indicate that a climate for caring is experienced through peer group behaviors that are perceived as caring, and during peer group interactional episodes that are characterized by giving assistance. Based on the data from these participants, student vulnerability and personal knowledge of peers are suggested as factors that mediate the ability of junior nursing students to experience a climate for caring during peer group interactions.

Education, Nursing, Baccalaureate↗
PubMed1997

Homogeneity of cigarette smoking within peer groups: influence or selection?

Many studies stress the relevance of peer group influence as a determinant of smoking behavior of adolescents. Recent research, however, concludes that homogeneity of behavior in friendships is also due to selection; youngsters choose new friends whose behavioral patterns are similar to their own. Data from a three-wave longitudinal study among students of secondary education (N = 1,063) was used to examine sources of peer similarities. The results demonstrated that both influence and selection processes contributed to peer group homogeneity, but the largest part of similarities in smoking status had to be attributed to selection. No support was found for friendships breaking down for reasons of dissimilarity in smoking status. Our findings underscore the complexity of processes and interactions with regard to the relationships of teenagers and offer new views on prevention programs.

Adolescent↗
PubMed2000

Designing a nationally acceptable system of hospital peer grouping.

Little has been published on the design, use and evaluation of peer groupings of hospitals. This article explores the issue in the context of public hospitals in New South Wales. The process, established over the last two years by New South Wales Health, aims to meet six principles of peer grouping. Through a six-step procedure, the methodology focuses on the classification of hospitals by role, size and measure of acuity. Further research is needed to compare benchmarking across States and to identify which of the methodologies should be adopted nationally.

Hospitals, Public↗