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1.
Abstract The study evaluated the effect of a programme for elementary school students with behaviour problems integrated into the regular classroom. The programme combined in-class social skills training and specific educational activities with peers, namely cooperative learning and tutoring by a prosocial peer. The innovative aspect is that the social status and affiliations of children with behaviour problems are key components in the matching of children during peer support. The goal is to improve social behaviour and to change peer perception through interventional strategies, therefore improving social reputation. Pre-test/post-test control group design was used. Results from traditional analysis indicated no significant difference between treatment and control groups after the programme. A modest effect size showed a relative improvement for students with behavioural disorders who participated in social skills training. Results are discussed in terms of the role of friends in the intervention programme. 相似文献
2.
JAMES C. HILYER CHESTER W. JENKINS WILLIAM L. DEATON CAROL DILLON MARK E. MEADOWS GEORGE D. WILSON 《Counselor Education & Supervision》1980,20(2):101-116
Fifteen graduate students in the helping professions registered in a course that teaches helpers to use physical fitness as a counseling medium. The enrolled graduate students were matched with controls in four relevant areas, and both groups were pretested on 7 physiological and 11 psychological variables. The experimental students were given a 10-week treatment of physical fitness training, counseling in health habits, a life-style of well-being, and instruction in how to deliver these kinds of treatments to clients. For eight weeks the students used the skills in working with real clients. The experimental and control groups were posttested on the same variables; and multivariate and univariate analyses revealed significantly positive changes made by the experimental group. This article reports implications for graduate programs in the helping professions. 相似文献
3.
Peer acceptance during early childhood is related to children's academic achievement, adjustment in school, and even psychological well-being in adulthood. Children who experience low peer acceptance exhibit socially inappropriate behavior patterns, which are associated with irrelevant patterns of information processing. Therefore, as a way of helping children with low peer acceptance, a cognitive-social learning model of social skills training has been used because the model focuses on cognitive changes as well as behavioral changes. Three parts of the social skills training—enhancing skill concepts, promoting skill performance, and fostering skill maintenance/generalization—are discussed. In order to be successful, a trainer should understand the training model as well as behavioral patterns of children with low peer acceptance to provide theory-based and individualized feedback to each participant. 相似文献
4.
Toddlers are remarkably prosocial toward adults, yet little is known about their helping behavior toward peers. In the present study with 18‐ and 30‐month‐old toddlers (n = 192, 48 dyads per age group), one child needed help reaching an object to continue a task that was engaging for both children. The object was within reach of the second child who helped significantly more often compared to a no‐need control condition. The helper also fulfilled the peer's need when the task was engaging only for the child needing help. These findings suggest that toddlers’ skills and motivations of helping do not depend on having a competent and helpful recipient, such as an adult, but rather they are much more flexible and general. 相似文献
5.
ANTHONY R. D'AUGELLI ROBERT J. MEYER KEVIN R. CONTER 《Counselor Education & Supervision》1977,17(2):92-97
The effects of an audiotaped leaderless encounter group on training in basic helping skills were examined. Trainees undergoing the Danish and Hauer (1973) training program were assigned to a weekly encounter group or to a didactic lecture-discussion group. No changes in trainees' self-actualization, trait or state anxiety, or rated verbal helping behavior were found due to participation in the encounter group. Significant positive changes in verbal helping behavior were found for all trainees. The importance of evaluating training experiences for helpers-in-training is noted. 相似文献
6.
Hungary is a country in transition that has no real tradition of peer helping. A qualitative study was carried out involving
13 peer helpers of two kinds (a) age-based peers, and (b) way-of-life-based peers (fellow helpers). The motivations for and
the processes of becoming a peer helper were analyzed. Results showed the largest difference being that the motivation for
becoming an aged-based peer helper tended to involve aspirations for a professional helping career, whereas way-of-life-based
peer helpers typically involved recovery narratives. The experiences suggest that a helping system involving civil society
(peers) might develop from a state-controlled help system.
相似文献
| Jozsef RaczEmail: |
7.
《The Journal of educational research》2012,105(4):256-261
Abstract Two groups of undergraduate students participating in a field experience as part of a teacher education program were compared in regard to their (a) development of clarity skills, (b) pedagogical reasoning and actions, and (c) attitudes toward several aspects of the field experience. The experimental group was trained in peer coaching techniques, in which teams of preservice teachers were assigned to the same classrooms to provide observation and feedback to each other. The control group experienced traditional university supervision. Results showed statistically significant differences in favor of the experimental condition on 8 of 10 variables measured. 相似文献
8.
Outcomes for methods to accelerate thinking skills involving some peer interaction have been more consistently positive than those for purely teacher‐directed or materials‐led methods. However, methods involving mainly or only peer interaction are rare. This paper describes and evaluates such a method for peer tutoring in thinking skills, which scaffolds interactive discourse based on a differentiated real book the tutorial pair has chosen to read together. This pilot study aimed to partial the impact on quality of thinking of a peer‐tutored thinking intervention from that of a peer‐tutored reading intervention, controlling for time on task and amount of peer interactivity. Experimental peer tutees were a whole class (n=28) of seven‐year‐olds; experimental tutors a whole class (n=31) of 11‐year‐olds. Comparison tutees were a whole class (n=27) of seven‐year‐olds; comparison tutors a whole class (n=30) of 11‐year‐olds. Classes/teachers within the same school were randomly assigned to conditions. In Phase 1, a paired reading intervention was implemented for six weeks for all groups. In Phase 2, the experimental classes of tutors and tutees engaged in the “paired thinking” (PT) method for 10 weeks, while the comparison group continued with paired reading. Both treatments involved one 20‐minute session weekly. Pre‐ and post‐test assessment of thinking skills and attitude to reading for all participants was conducted and post hoc subjective feedback gathered from participants. The experimental (PT) tutees showed significantly better performance in thinking skills than comparison (PR only) tutees, and some evidence of improved attitudes to reading. However, this was not true for the experimental (PT) tutors. Subjective feedback was very positive from the PT tutees and class teachers, but less positive from the PT tutors. Given the brevity and low cost in time and resources of the treatment, the finding of significant differences in measured thinking skills for the PT tutees is considered encouraging. Recommendations for refining organizational aspects of the implementation of PT and for future research are made. 相似文献
9.
Edward Wahesh Gulsah Kemer Ben T. Willis Christopher D. Schmidt 《Counselor Education & Supervision》2017,56(4):274-288
The authors examined the peer feedback exchanged in 2 supervision groups of counselors‐in‐training (CITs). CITs generated 169 statements grouped into 10 clusters representing 5 regions of peer feedback: counselor focus and engagement, insight‐oriented skills, exploratory skills, therapeutic alliance, and intervention activities. Both positive and corrective peer feedback was exchanged on topics ranging from counselor performance skills to case conceptualization. 相似文献
10.
The effects of social skills training and peer involvement on the social adjustment of preadolescents 总被引：5，自引：0，他引：5
This study examined the effects of social skills training and peer involvement on the peer acceptance of disliked preadolescents. 56 fifth- and sixth-grade children were identified as unaccepted by their peers and deficient in conversational skills. These children were then randomly assigned to 1 of 4 treatment conditions: (1) conversational skills training (individual coaching), (2) peer involvement under superordinate goals (group experience), (3) conversational skills training combined with peer involvement (group experience with coaching), and (4) a no-treatment control. Differential treatment effects were observed at both a posttreatment and follow-up assessment. As predicted, conversational skills training promoted skill acquisition and increased skillful social interaction. Peer involvement increased peer acceptance and children's self-perceptions of their social efficacy. The results were interpreted in terms of a developmentally based multidimensional model of social competence. 相似文献
11.
12.
Filiz Yurtal 《Pastoral Care in Education》2004,22(2):39-41
Name-calling is a common problem among primary school children in Turkey as in other countries. The Name-Calling Survey and Peer Beliefs Inventory were used to determine the relationships between name-calling and peer beliefs amongst a group of 319 primary school children in Turkey. Name-calling was found to be more common amongst boys than girls. A negative relationship was found between name-calling and peer beliefs, so that the greater experience of name-calling, the more children disliked their peers. Gender and grade level were found to have a significant negative relationship. The name-calling experiences of students affected their friendship relationships negatively, which contributed to violence in schools. School counsellors must be aware of name-calling victims and perpetrators, as well as organizing educational programmes aimed at helping students to cope with these problems. 相似文献
13.
Peer tutoring is effective in increasing academic skills with both the regular and special education populations. Studies also have reported significant findings in the social/affective realm, such as social acceptance. In spite of the numerous studies investigating the effects of tutoring on social benefits, results are inconclusive. It is important to establish the extent to which peer tutoring can be used, especially as a technique for social change. The purpose of this study was to investigate the effects of a structured peer tutoring program on the social acceptance of students. Students perceived as not socially accepted were paired with students who were rated as well liked. Both had the opportunity to serve as tutors and tutees. Participants were administered a questionnaire, pre-and postintervention. The results were significant for type of student, distinguishing between those students rated as liked and those rated as disliked. The results also showed that students in the control group were rated higher on the “dislike” category than were those in the treatment conditions. Significance was obtained for the experimental groups on a time variable, suggesting that regardless of role (tutor vs. tutee) change in acceptance would occur over time. However, evaluation by mean analysis suggested that the students who were rated as disliked and served as tutors were rated as liked more following treatment. 相似文献
14.
J. W. Gaynor 《Assessment & Evaluation in Higher Education》2020,45(5):758-775
AbstractPeer review in the classroom can enhance numerous employability skills such as critical appraisal, writing skills, reflection practices and collaborative experiences. This study takes place over two years and discusses the implementation of a repeating blind peer review cycle across a single semester for final year chemistry students enrolled on a compulsory employability module. The feedback cycle promotes personal reflection through the use of mini-reflective questionnaires. The process was assessed by academic tutors at the resubmission stage and/or the peer feedback stage where the quality of peer feedback was directly assessed. The research investigates the quality of peer feedback, the importance of assessment and student perceptions of what is most useful. Methods include directed content analysis of feedback produced, student opinions and a focus group. Students were capable of offering useable feedback across a range of assessment criteria but tend to focus on the important criteria best aligned to the particular assignment. A range of motivational factors and tactics were noticed but students tended to find reviewing the most beneficial. 相似文献
15.
《The Journal of educational research》2012,105(4):209-214
Abstract The effectiveness of regular classroom-based social skills training that was co-facilitated by the classroom teacher and a school psychologist was examined in this study. Results indicated significant gains in peer acceptance on the Work With peer rating scale and practical, but marginal, gains on the Play With peer rating scale. Our primary intentions were to (a) boost the likelihood of social skills training taking place in the regular classroom with the teacher as the provider and (b) facilitate collaboration between regular education teachers and related school personnel. 相似文献
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17.
A peer tutoring scheme has been introduced into the Department of Engineering at the University of Liverpool to help 2nd year undergraduate students tackle conceptual design problems. Conceptual design is an iterative process consisting of a series of generative and evaluative stages, which gradually converge on a preferred conceptual solution. Students are generally less comfortable with the task of generating, evaluating and presenting ideas and this leaves them less able to tackle a conceptual design project without the help and intervention of available teachers or experts. Formally, the students were taught through lectures, coursework and critique sessions. Peer tutors were trained to facilitate group sessions whereby the students were able to discuss ideas, evaluate new concepts, generate solutions and learn to communicate more effectively within a non-threatening environment. The students developed problem-solving skills, became more confident and took more responsibility for their own learning. The peer tutoring process also had a positive effect on the tutors, who felt they had become more responsible and employable, improved their communication and leadership skills and deepened their own understanding of design, as a result of the peer tutoring experience. 相似文献
18.
被同伴拒绝是个体社会性发展过程中一个重要问题,对于个体社会适应有着重要影响作用。相对于从社会行为、社会技能等角度的研究,作者认为从社会认知个体差异角度进行考察将更加有助于学龄期个体遭到同伴拒绝影响因素的探讨,并在文中提出开展多维度和多角度的研究建议。 相似文献
19.
MICHAEL ROMANIUK J. MICHAEL PRIDDY JEAN GASEN ROMANIUK 《Counselor Education & Supervision》1981,20(3):225-231
This article relates an older peer counselor training program which was developed for paraprofessional volunteers, 55 and over, to assist elderly widowed people in their adjustment process. The training had three goals: to develop group cohesiveness, to broaden trainees' understanding of widowhood adjustment, and to develop one-to-one interpersonal skills. Training outcomes, including the findings of pre- and posttest assessment of attitudes, indicate that the training program was effective in eliciting widowhood and counseling attitude change, and in providing the trainees with the opportunity for personal growth. The results replicate other studies, demonstrating that procedures employed to train young counselors can be used to train elderly paraprofessionals. 相似文献
20.
Ramaswamy Shri Harris Ilene Tschirner Ulrike 《Journal of Science Education and Technology》2001,10(2):165-171
This paper reports the results of a pilot-study in a senior paper science and engineering class, of an innovative instructional method designed to foster student problem-solving and in-depth learning of material, namely, student peer teaching. We review related literature focusing on active learning methods in science and engineering education, describe the method of student peer teaching used in this pilot-study, present the evaluation method and results, and discuss implications for further development of this method of instruction. Results suggest that students were able to effectively teach significant curricular content. In addition, the method of student peer teaching served important purposes in helping students develop in-depth understanding and expertise in the issues related to their teaching session, as well as teaching and presentation skills which will be useful in their professional practice. However, students expressed concern that, while achieving in-depth learning of the content of their teaching session, they tended to focus on the content area of their teaching session at the expense of other content areas and may not have learned as well from other students as from the Professor. We recommend a modified structure for student peer teaching which incorporates cooperative learning methods; increased Professor involvement in class sessions, in the role of the mentor; and modifications in performance evaluation methods to ensure ongoing student monitoring of progress and self-assessment. The method of student peer teaching, in science and engineering education, combined with cooperative learning methods, is viewed as a major extension of cooperative learning methods, used in the service of preparation for professional careers. 相似文献