scholarly journals Who Benefits Most from Peer Support Group? – First Year Student Success for Pathology Students

2016 ◽  
Vol 228 ◽  
pp. 39-44 ◽  
Author(s):  
Jyothi Thalluri
Keyword(s):  
Student Success ◽  
Peer Support ◽  
Support Group ◽  
First Year ◽  
Peer Support Group ◽  
First Year Student

Genderdysforie en ASS

2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Tatiana Brandsma ◽  
Kirsten Visser
Keyword(s):  
Peer Support ◽  
Support Group ◽  
Autism Spectrum ◽  
Gender Variance ◽  
Medical Interventions ◽  
Peer Support Group ◽  
And Gender ◽  
Gender Presentation ◽  
Adolescents With Asd

There is a growing interest in the co-occurrence of autism spectrum disorder (ASD) and gender dysphoria (GD). Research has shown that people with ASD show more gender variance than people without ASD. Due to the difficulties associated with ASD (limited social skills, problems in information processing and difficulty with change), regular GD treatment does not seem to be adequately equipped for this specific group. In this study we want to gain insight into the clinical needs of adolescents with ASD and GD and their parents. We are conducting a pilot study to the effects of a specific peer support group for adolescents with ASD and GD on quality of life. A pre-posttest design is used. Prior to the start of the support group, during each meeting and at the end of the support group, the adolescents fill out several short questionnaires. The ASD and Gender support group consists of nine monthly meetings for the adolescents, covering topics such as autism and gender-related needs, psychoeducation on medical interventions, environmental factors, gender expression and practicing gender presentation skills. Simultaneously, parents can follow the parent meetings. Currently, three rounds of the peer support group have started (each round with about 10-12 adolescents).

scholarly journals Peer support for adolescent girls living with scoliosis: finding a digital community

2022 ◽  
Vol 9 (1) ◽  
pp. 10-11
Author(s):  
Marie Vigouroux ◽  
Kristina Amja ◽  
Richard B. Hovey
Keyword(s):  
Peer Support ◽  
Support Group ◽  
Adolescent Girls ◽  
Structured Interviews ◽  
Future Directions ◽  
Level Of Involvement ◽  
Philosophical Hermeneutic ◽  
Peer Support Group ◽  
Digital Community ◽  
The Individual

Introduction : Scoliosis in a condition where a curve develops in the spine. Adolescent girls affected by scoliosis are significantly more likely to require treatment such as bracing or surgery than their male counterparts. Curvy Girls is a peer support group for adolescent girls with scoliosis that allows them to engage with each other in a safe environment. Objectives : This study endeavours to explore the experiences of adolescent girls living with scoliosis who are Curvy Girls members and understand how this peer support group has affected their experience. Approach : Sixteen participants were recruited through a senior board member of Curvy Girls. Data was gathered through semi-structured interviews with open-ended questions, transcribed verbatim, and analyzed using an applied philosophical hermeneutic approach, a practice of uncovering insights from transformational conversation. Findings : We found that the participants’ sense of belonging to Curvy Girls did not depend on their level of involvement with the group. Whether they were leaders in their in-person local group, or simply following the organization on social media, seeing themselves represented allowed the participants to feel like they belonged to the group. Future Directions : These findings may help clinicians, healthcare professionals, and peer support organisations deepen their understanding of the perspectives of this specific population. This transformed understanding could lead to the instauration of care and services that are better adapted to this population’s needs, resulting in lessening the burden of the condition on the individual and their support system.  

scholarly journals Influence of Integrated Academic and Co-Curricular Activities On First-Year Student Success

2020 ◽  
Author(s):  
Timothy Hinds ◽  
S. Patrick Walton ◽  
Mark Urban-Lurain ◽  
Daina Briedis
Keyword(s):  
Student Success ◽  
First Year ◽  
First Year Student

Leveraging Facebook as a Peer-Support Group for Students

2014 ◽  
pp. 195-212
Author(s):  
Joni Salminen
Keyword(s):  
Peer Support ◽  
Support Groups ◽  
Support Group ◽  
Social Issues ◽  
Drop Out ◽  
The Internet ◽  
Technology Barriers ◽  
Peer Support Group ◽  
Teacher Needs ◽  
User Friendly

This chapter reports the use of Facebook in a Digital Marketing course in a Finnish university as a peer-support group for a course consisting of 80 marketing students. It identifies seven types of student-/teacher-generated content: (1) course-related posts, (2) substance-related posts, (3) course feedback, (4) course recommendations, (5) event posts, (6) job posts, and (7) business-related posts. It also discusses educators’ problems of using social media as a course support. For example, there is a risk of artificial communication if participation is required but motivation for posting is purely extrinsic. Commercial social networks may be useful in education because they are user-friendly, easy to adopt, and involve less friction than systems isolated from students’ day-to-day usage of the Internet. Peer support frees teachers’ time, but it needs to be devised correctly for students to participate. In practice, the teacher needs to invest time and effort in providing interesting content and guidance. More than technology, barriers of peer support relate to social issues and expertise – the students must differ in their substantive knowledge so that peer support is possible, and students must feel comfortable to ask for and provide help. Interestingly, the drop out of students in the group can be kept low even after the course by posting interesting content. In this sense, the group may demonstrate stronger ties than peer support groups that dissolve after the course.

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