Young Children’s cliques : a study on processes of peer acceptance and cliques aggregation

A considerable amount of research has examined the link between children’s peer acceptance, which refers to the degree of likability within the peer group, social functioning and emotional wellbeing, at a same age and in a long term perspective, pointing out to the contribution of peer acceptance for mental wellbeing. Our study proposes a sociometric methodology that, differently from many studies focused on individual classifications of social status, moves to the analysis of affiliative social networks within the class group. This study describes how individual factors such as socio-emotional competence, temperament, and linguistic skills are related to positive reciprocated nominations (=RNs) and examines the cliques generated by reciprocal nominations according to similarities (socio-emotional competence, temperament and linguistic skills) among cliques’ members. Eighty-four preschool children (M age = 62.5 months) were recruited. The Sociometric Interview to assess RNs and the Peabody Picture Vocabulary Test - Revised (PPVT-R; Dunn & Dunn, 1981) to assess receptive language were administered; the Social Competence and Behaviour Evaluation Short Form questionnaire (SCBE-30; LaFreniere & Dumas, 1996) and the Quit Temperament Scale (Axia, 2002) were filled in by the teachers. Results showed that children with higher RNs presented higher scores in social orientation, positive emotionality, motor activity, linguistic skills and social competence (trend), and exhibited lower anxietywithdrawal. The analysis of cliques revealed that children preferred playmates with similar features: social competence, anger-aggression (trend), social orientation, positive emotionality, inhibition to novelty, attention, motor activity (trend) and linguistic skills. These findings provide insights about processes of peer affiliation, highlighting the role of socio-emotional functioning and linguistic skills.peer-reviewe

Factors contributing to Australian adolescents’ self-report of their motor skill competence

An adolescents motor skill competence can affect areas such as sports participation, social activities and future academic or employment decisions. The Adolescent Motor Competence Questionnaire (AMCQ) is a 26-item questionnaire that uses a four point Likert response (never, sometimes, frequently, always) to assess motor-related activities during adolescence. This study aims to provide evidence of the construct validity using Principle Component Analysis (PCA) and to identify factors that contributed to Australian adolescent self-reported motor competence. A final aim was to determine whether individual item responses differed between males and females. The AMCQ was completed by 160 adolescents (Mage = 14.45 SD = .75, 12 to 16). The PCA using varimax rotation extracted four factors (Eiqenvalue of 1.21 or above) explaining 52% of variance and representing Participation in Physical Activity and Sports, Activities of Daily Living, Public Performance, and Peer Comparison. Overall males reported higher AMCQ scores compared to females. Females responded negatively (sometimes/never) to all items particularly those on Physical Activity and Sports and Public Performance. Males who responded negatively had lower AMCQ scores than the females. These findings indicate male and female adolescents may judge their motor competence on different factors, which should be considered when planning physical activity interventions

PERBEDAAN SELF ASSESSMENT DAN PEER ASSESSMENT TERHADAP KOMPETENSI PEMASANGAN INFUS DITINJAU DARI MOTIVASI

Background : The evaluation method to evaluate the learning process of students are diverse, there are formative or summative , one kind of assessment method is still rarely used in nursing education is a self-assessment and peer assessment . Therefore , to determine whether the method of self-assessment and peer assessment have advantages or disadvantages the need for an investigation . Objective: This study aimed to analyze models of assessment of competence in terms of motivation infusion Methods : The study was a quantitative experiments using the True experimental approach , the population is students , sharing techniques using random treatment groups . The independent variable in this study is a self -assessment , peer assessment and motivation , while the dependent variable is the infusion of Competency . The purpose of this study was to analyze differences in selfassessment and peer assessment of competence infusion , analyzing the differences of high and low motivation to competence infusion , and to analyze the interaction between model assessment of the competence and motivation infusion . Test analysis was used to test statistical analysis of variance ( ANOVA ) two paths Results : The study showed that there were significant differences between selfassessment and peer assessment of competence infusion with the results of p = 0.000 , other results also showed a significant difference between high motivation and low motivation to competence infusion with the results of p = 0.002 , in addition to the statistical test also shows the interaction between the model and the assessment of the competence motivation infusion with p = 0.000 , in addition there are also some treatment groups was not significant with p = scores > 0.05 . Conclusion : peer assessment model better results compared with the selfassessment models , high motivation in peer assessment group had a higher mean score than the other group

Liberation-focused Community Outreach: A Qualitative Exploration of Peer Group Supervision during Disaster Response

While it is clear that community outreach and disaster response must include cultural and social justice competence, there is a dearth of knowledge regarding the process by which this can occur. Guided by liberation psychology, this qualitative study examined the peer group supervision process of psychologists and counselors providing outreach to Haitian communities in Florida after the 2010 earthquake in Haiti. The findings suggest that peer supervision generated a cyclical process in which the practitioners focused on both content and process themes that were salient to the community outreach. During supervision, practitioners used content information on the community\u27s culture, strengths, and sociopolitical issues to conceptualize the community\u27s experiences and needs. This content informed the outreach process, including the practitioners’ roles and the ways in which they connected and developed respectful relationships with the community. Ongoing peer supervision appeared to facilitate a liberation-focused community outreach and increase consciousness among the practitioners

Excellence in paramedic education

Not peer reviewedExploring the idea of competence and excellence in paramedic education is timely as stakeholders in Canadian EMS work with the Paramedic Association of Canada (PAC) to redevelop the National Occupational Competency Profile for Paramedics in Canada (NOCP).paramedic education; technical competence; clinical competence; excellence; expertis

Introducing the SAPS System and a Corresponding Allocation Mechanism for Synchronous Online Reciprocal Peer Support Activities

While student populations in higher education are becoming more heterogeneous, recently several attempts have been made to introduce online peer support to decrease the tutor load of teachers. We propose a system that facilitates synchronous online reciprocal peer support activities for ad hoc student questions: the Synchronous Allocated Peer Support (SAPS) system. Via this system, students with questions during their learning are allocated to competent fellow-students for answering. The system is designed for reciprocal peer support activities among a group of students who are working on the same fixed modular material every student has to finish, such as courses with separate chapters. As part of a requirement analysis of online reciprocal peer support to succeed, this chapter is focused on the second requirement of peer competence and sustainability of our system. Therefore a study was conducted with a simulation of a SAPS-based allocation mechanism in the NetLogo simulation environment and focuses on the required minimum population size, the effect of the addition of extra allocation parameters or disabling others on the mechanism\'s effectiveness, and peer tutor load spread in various conditions and its influence on the mechanism\'s effectiveness. The simulation shows that our allocation mechanism should be able to facilitate online peer support activities among groups of students. The allocation mechanism holds over time and a sufficient number of students are willing and competent to answer fellow-students\' questions. Also, fine-tuning the parameters (e.g. extra selection criteria) of the allocation mechanism further enhances its effectiveness.Peer Support, Peer Allocation, Computational Simulations, System Dynamics, Distance Learning

Mental Health Comorbidities in Adolescents with ASD: Indirect Effects of Family Functioning through Youth Social Competence

Mental Health Comorbidities in Adolescents with ASD: Indirect Effects of Family Functioning through Youth Social Competence Marie Johnson, Depts. of Psychology and Product Innovation, and Jessica Greenlee and Cathryn Richmond, Dept. of Psychology Graduate Students, with Dr. Marcia Winter, Dept. of Psychology Recent research has established the high comorbidities of mental health problems in adolescents with Autism Spectrum Disorder (ASD; see Strang, et al., 2012), prompting researchers to examine factors that may contribute to elevated anxiety and depression. Given the centrality during adolescence of both the family and peer contexts (Greenlee, Winter, & Diehl, 2018) as well as the stage salience of peer relationships (Masten et al., 1995), this study focused on family functioning, social competence, and mental health in verbally-fluent adolescents with ASD. Some have suggested that adolescents with ASD who have no cognitive impairment are more interested in social interaction but also more aware of their social differences (Mazurek & Kanne, 2010). Combined with the social demands of adolescence, increased social awareness may put youth at risk for disengaging from peers; poor peer relationships, feelings of isolation, and loneliness have been associated with internalizing problems in youth with ASD (Bauminger & Kasari, 2000; Vickerstaff et al., 2007; Whitehouse et al., 2009). We reasoned that adolescents learn social skills in part from family experiences, even in the context of ASD, and that the family environment plays a role in adolescent’s social competence. Thus, while social-communication deficits are an inherent part of an ASD diagnosis, families still play a role in adolescents’ social competencies and influence their social development. Therefore, we tested part of the larger theoretical model by examining the indirect relationship between family functioning and adolescent anxiety and depression symptomatology via adolescent social competence for adolescents with ASD. This study uses data from the Teens and Parents (TAP) Study (see Greenlee, 2019). Participants were adolescents aged 13-17 (N = 178; Mage= 14.92, SD = 1.31; 73% male) diagnosed with ASD, and their primary caregivers (PCs) who all identified as biological or adoptive mothers. PCs reported demographics and completed (1) the Self-Report of Family Inventory (SFI; Beavers & Hampston, 2000) to assess global family functioning via the Health and Competence subscale, and (2) the Social Responsiveness Scale (SRS; Constantino & Gruber, 2012) to assess deficits in adolescent social competencies. Adolescents reported their own depression and anxiety symptoms via the Revised Children’s Anxiety and Depression Scale-Short Version (RCADS; Ebesutani et al., 2012). As shown in Figures 1 and 2, the indirect pathway from family functioning to social competence deficits and in turn to internalizing symptoms was statistically significant for adolescent anxiety (B= -1.015, SE = 0.394, 95% CI = [-1.893, -0.353]) and depression symptoms (B= -0.513, SE = 0.192, 95% CI = [-0.938, -0.189]) over and above the effects of family SES and adolescent age, sex, and restrictive and repetitive behavior. It was proposed that family functioning would play a role in adolescent mental health symptomatology via the mediating effect of social competence. Results support this hypothesis, indicating the importance of family functioning in youth social competence, and the subsequent effects on adolescent mental health. These results contribute to the understanding of mental health comorbidities in adolescents with ASD and could be used to inform future interventions.https://scholarscompass.vcu.edu/uresposters/1315/thumbnail.jp

Research on Scientific Journals: Implications for Editors and Authors

A review of editorial policies of leading journals and of research relevant to scientific journals revealed conflicts between 'science' and 'scientists.” Owing to these conflicts, papers are often weak on objectivity and replicability. Furthermore, papers often fall short on importance, competence, intelligibility, or efficiency. Suggestions were made for editorial policies such as: (1) structured guidelines for referees, (2) open peer review, (3) blind reviews, and (4) full disclosure of data and method. Of major importance, an author's “Note to Referees” (describing the hypotheses and design, but not the results) was suggested to improve the objectivity of the ratings of importance and competence. Also, recommendations are made to authors for improving contributions to science (such as the use of multiple hypotheses) and for promoting their careers (such as using complex methods and obtuse writing).scientific journals, authors, research, editors

Reply to the comment by Carmelo Anile on the paper "Complexity analysis of the cerebrospinal fluid pulse waveform during infusion studies"

Veterinary technology is an emerging profession within the veterinary and allied animal health fields in Australia and affords graduates the opportunity to contribute to the small but growing body of literature within this discipline. This study describes the introduction of a contextualised assessment task to develop students’ research capability, competence and confidence in professional writing, and to engage them with the academic publishing process. Students worked in self-selected dyads to author a scientific case report, of publishable standard, based on authentic cases from their clinical practicum. Intrinsic to the task, students attended a series of workshops that explored topics such as critiquing the literature, professional writing styles and oral presentation skills. Assessment was multi-staged with progressive feedback, including peer review, and culminated with students presenting their abstracts at a mock conference. Students reported the task to be an enjoyable and valuable learning experience which improved their competence and confidence in scientific writing; supported by a comparison of previously submitted work. Linking scientific writing skills to clinical practice experiences enhanced learning outcomes and may foster the professionalisation of students within this emerging discipline

Social Validity Assessment in Social Competence Interventions for Preschool Children: A Review

Social competence intervention studies published from 1970 to 2008 for preschoolers were reviewed for reports of social validity assessment. Analysis of 90 studies indicated that nearly 27% (n=24) of studies reported at least one measure of social validity assessment for: the goals (n=7), procedures (n=8), or effects (n=19). The methods used for these assessments were described including information about the participants, time of assessment and results. Trends in the rate of social validity assessment, methodological concerns and recommendations for further social validity assessments are discussed