MYPATH: A novel mindfulness and yoga‐based peer leader intervention to prevent violence among youth experiencing homelessness

2021 ◽  
Author(s):  
Nicholas Barr ◽  
Robin Petering ◽  
Laura Onasch‐Vera ◽  
Nichole Thompson ◽  
Ryan Polsky
Keyword(s):  
Peer Leader

Peer Leader Essays from the Desert Southwest: The Practice of Leading Learning

2021 ◽  
Vol 1 (1) ◽  
pp. 68-91
Author(s):  
Keyword(s):  
El Paso ◽  
Faculty Members ◽  
Peer Leaders ◽  
Permian Basin ◽  
University Of Texas ◽  
Desert Southwest ◽  
The University ◽  
Personal Advice ◽  
Peer Leader

At semester’s end at the University of Texas at El Paso and at the University of Texas of the Permian Basin, faculty members directing the PLTL Programs invite Peer Leaders to reflect on their experience, to describe their challenges, and to offer their personal advice. For the benefit of future Peer Leaders, here are their stories, reflections, observations, and advice about leadership and the practice of leading.

scholarly journals Outcomes at 18 Months From a Community Health Worker and Peer Leader Diabetes Self-Management Program for Latino Adults

Diabetes Care ◽  
2018 ◽  
Vol 41 (7) ◽  
pp. 1414-1422 ◽  
Author(s):  
Michael S. Spencer ◽  
Edith C. Kieffer ◽  
Brandy Sinco ◽  
Gretchen Piatt ◽  
Gloria Palmisano ◽  
...  
Keyword(s):  
Community Health ◽  
Health Worker ◽  
Community Health Worker ◽  
Management Program ◽  
Self Management ◽  
Latino Adults ◽  
Peer Leader

scholarly journals On becoming Quitch-perts: The perspective of a peer leader during remote learning

2021 ◽  
Vol 5 (2) ◽  
pp. 212-220
Author(s):  
Abigail Wust ◽  
Taliah Swart ◽  
Grainne Oates ◽  
Nicolene Lottering
Keyword(s):  
Peer Leader ◽  
Remote Learning

scholarly journals Peer Leader Reflections on Promoting Discussion in Peer Group-Learning Sessions: Reflective and Practiced Advice through Collaborative Annual Peer-Advice Books

2020 ◽  
Vol 19 (1) ◽  
pp. ar2 ◽  
Author(s):  
Gabriela Szteinberg ◽  
Michelle D. Repice ◽  
Claudia Hendrick ◽  
Stephen Meyerink ◽  
Regina F. Frey
Keyword(s):  
Learning Strategies ◽  
Peer Group ◽  
Complex Problem ◽  
Collaborative Group ◽  
Peer Leaders ◽  
Advice Books ◽  
Improving Student Learning ◽  
Leader Training ◽  
Student Discussion ◽  
Peer Leader

As research has shown, collaborative peer learning is effective for improving student learning. Peer-led team learning (PLTL) is one well-known collaborative-group approach in which groups are facilitated by trained undergraduate peer leaders. This paper contributes to the literature on peer-leader training by examining how peer leaders for a large introductory science course translate their training into practice during their sessions. By conducting qualitative analysis on annual advice books written by emergent peer leaders, we examined the practiced advice and strategies of these peer leaders as they facilitate PLTL groups in a university-level general chemistry course. These advice books are passed on to future peer instructors, creating a community of practice between new and more experienced peer leaders. From the analysis, we discovered that peer leaders focus on developing robust student–student discussion during complex problem solving by 1) creating a community-oriented social and intellectual environment, 2) adapting their tactics and the collaborative-learning strategies to balance different personalities and promote equal participation among all students, and 3) modifying collaborative group approaches when facilitating their sessions. Also, in their correspondence across cohorts, peer leaders provided near-peer support to one another. These annual books disseminate practiced advice between peer-leader generations and are used during new peer-leader training.

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