Peer tutors -- Collaborative learning methods -- Peer dialoguing skills -- Peer composition or writing skills -- Critical points of argumentation.

The purpose of this study was to examine the peer counseling/mentoring experiences of African American students involved in a formal undergraduate Peer Counseling/Mentoring program at Mississippi State University. This study specifically examined the Peer Counseling/Mentoring experiences of undergraduate African American students at a predominantly White institution to determine if a relationship existed between peer counseling/mentoring, retention and academic performance. The research design for this study was descriptive, correlational and casual comparative. A pilot study was conducted to detect any problems that should be remedied before conducting the actual study. Based on information gathered in the pilot study, no revisions were required for the survey instrument. Participants in the research study completed a three-part survey instrument. Part I of the survey instrument collected demographic and enrollment data with one question pertaining to participants’ utilization of their peer counselor/mentor. Part II, the Racial and Mentoring Experiences Scale, collected data that examined the participants’ peer counseling/mentoring experiences, the factors that contributed to their persistence, the relationship between grade point average and academic performance, and the difference in grade point average of those who did or did not utilize their peer counselor/mentor. Part III of the survey instrument, an open-ended questionnaire, gathered information regarding the participants’ experiences. The survey instrument was completed and returned by 177 African American seniors from Mississippi State University. According to the findings in this study, Peer Counseling/Mentoring programs support the persistence and retention of African American students at predominantly White institutions. A statistically significant difference was found to exist between participants who utilized their Peer Counselor/Mentor and those who did not. The results indicated that those who utilized their Peer Counselor/Mentor had a higher self-reported grade point average than those who did not utilize their Peer Counselor/Mentor. The Peer Counselor/Mentor program provided participants with a peer who understood their challenges, contributed to their persistence and strengthened their confidence and connection to the university cultural/climate. The research revealed that if administrators desire their African American students to graduate at rates on par with their Caucasian counterparts strong consideration should be given to the implementation of Peer Counselor/Mentor programs.

Wong Hing-yan, Esther. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2003. / Includes bibliographical references (leaves 264-278 (2nd gp.)). / Abstracts in English and Chinese. / Acknowledgements --- p.I / Contents --- p.III / List of Tables --- p.VIII / List of Figures --- p.X / List of abbreviations --- p.XI / Abstract --- p.XII / Chapter 1 --- Introduction and Study Hypothesis --- p.1 / Chapter 1.1 --- Introduction and Overview --- p.1 / Chapter 1.2 --- Study Aim and Hypothesis --- p.2 / Chapter 2 --- Literature Review --- p.4 / Chapter 2.1 --- Definition of Breastfeeding --- p.4 / Chapter 2.2 --- Definition of the Exclusive Breastfeeding --- p.5 / Chapter 2.3 --- Benefits of Breastfeeding --- p.6 / Chapter 2.4 --- Current Status of Breastfeeding Globally and in Hong Kong --- p.10 / Chapter 2.4.1 --- Breastfeeding Globally --- p.10 / Chapter 2.4.2 --- Statistics on Global BF Practice --- p.11 / Chapter 2.4.3 --- Breastfeeding in Hong Kong --- p.15 / Chapter 2.4.4 --- Summary and Conclusions --- p.21 / Chapter 2.5 --- Factors Infuencing Breastfeeding --- p.22 / Chapter 2.5.1 --- Social Demographic Factors --- p.22 / Chapter 2.5.2 --- Psychosocial Factors --- p.31 / Chapter 2.5.3 --- Health Services Related Factors --- p.45 / Chapter 2.5.4 --- Cultural Practices --- p.51 / Chapter 2.5.5 --- Summary and Conclusions --- p.62 / Chapter 2.6 --- Strategies to Promote Breastfeeding --- p.62 / Chapter 2.6.1 --- Breastfeeding Policy Recommendations --- p.63 / Chapter 2.6.2 --- Baby Friendly Hospital Initiative --- p.66 / Chapter 2.6.3 --- International Code of Marketing of Breast Milk Substitutes --- p.69 / Chapter 2.6.4 --- Breastfeeding Consultant Programmes --- p.72 / Chapter 2.6.5 --- Breastfeeding Peer Counsellor Programmes --- p.73 / Chapter 2.7 --- Peer Counsellor Programmes --- p.75 / Chapter 2.7.1 --- Adult Learning Model --- p.76 / Chapter 2.7.2 --- Learning Breastfeeding --- p.77 / Chapter 2.7.3 --- Peer Counselling on Learning Breastfeeding --- p.79 / Chapter 2.7.4 --- Historical Review of Peer Counselling Programmes --- p.81 / Chapter 2.7.5 --- Peer Counselling Programmes in Other Countries --- p.82 / Chapter 2.7.6 --- Peer Counselling Programme in Hong Kong --- p.91 / Chapter 3 --- Methodology --- p.95 / Chapter 3.1 --- Sampling --- p.95 / Chapter 3.1.1 --- Study Population --- p.95 / Chapter 3.1.2 --- Sample Sources --- p.95 / Chapter 3.1.3 --- Inclusion / Exclusion Criteria --- p.95 / Chapter 3.1.4 --- Sample Size Determination --- p.96 / Chapter 3.2 --- Study Design --- p.97 / Chapter 3.2.1 --- Ward Allocation --- p.97 / Chapter 3.2.2 --- Peer Counsellor --- p.97 / Chapter 3.2.3 --- Sampling Method --- p.100 / Chapter 3.3 --- Subject Recruitment --- p.101 / Chapter 3.3.1 --- Pilot Study --- p.101 / Chapter 3.3.2 --- Recruitment --- p.103 / Chapter 3.3.3 --- Recruitment Interview --- p.107 / Chapter 3.3.4 --- Follow-up Interviews --- p.107 / Chapter 3.4 --- Data Collection --- p.108 / Chapter 3.4.1 --- Recruitment Data Collection --- p.109 / Chapter 3.4.2 --- Follow-up Data Collection --- p.109 / Chapter 3.4.3 --- Final Evaluation --- p.112 / Chapter 3.4.4 --- Data Collection on Termination of Breastfeeding --- p.112 / Chapter 3.4.5 --- Evaluation from Peer Counsellors --- p.114 / Chapter 3.4.6 --- Tools / Questionnaire Design and Its Validity --- p.115 / Chapter 3.4.7 --- Content of the Study Booklet --- p.116 / Chapter 3.4.8 --- Data Validity --- p.123 / Chapter 3.5 --- Data Entry & Analyses --- p.123 / Chapter 3.5.1 --- Data Entry --- p.123 / Chapter 3.5.2 --- Data Analyses --- p.123 / Chapter 4 --- Results --- p.127 / Chapter 4.1 --- Overview --- p.127 / Chapter 4.2 --- Sample Characteristics and Demographic Background --- p.127 / Chapter 4.2.1 --- Subject Profile --- p.127 / Chapter 4.2.2 --- Sample Characteristics --- p.131 / Chapter 4.2.3 --- Sample Characteristics Compared with HK Census Information --- p.137 / Chapter 4.3 --- Main study Findings --- p.138 / Chapter 4.3.1 --- Infant Feeding Categories at Follow-Ups --- p.138 / Chapter 4.3.2 --- BF duration --- p.140 / Chapter 4.3.3 --- BF exclusivity --- p.144 / Chapter 4.3.4 --- Relationship between BF Duration and BF Exclusivity --- p.155 / Chapter 4.3.5 --- Reasons for Giving Formula Supplement to BF Infants --- p.158 / Chapter 4.3.6 --- Termination of BF --- p.162 / Chapter 4.4 --- Subsidiary Results --- p.169 / Chapter 4.4.1 --- Overview --- p.169 / Chapter 4.4.2 --- Rationale for Regrouping Study Mothers --- p.169 / Chapter 4.4.3 --- "Characteristics Differences of Mothers from the ""Short-term Breastfeeders"" Group and Mothers from the ""Long-term Breastfeeders"" Group""" --- p.171 / Chapter 4.4.4 --- "Characteristics Differences between ""Short-term Breastfeeders"" and ""Prolonged Breastfeeders""" --- p.176 / Chapter 4.4.5 --- Cox Proportional Hazard Regression Analysis and BF Duration --- p.181 / Chapter 4.4.6 --- BF Duration and Working Mothers --- p.184 / Chapter 4.4.7 --- Formula Advertisement and BF --- p.187 / Chapter 4.4.8 --- Knowledge of BF --- p.189 / Chapter 4.5 --- Evaluation of Breastfeeding Experience --- p.193 / Chapter 4.5.1 --- Mothers' Evaluation of the Overall BF Experience --- p.194 / Chapter 4.5.2 --- Mothers' Evaluation of PC Support Intervention --- p.196 / Chapter 4.5.3 --- Peer Counsellors' Consultation Log Sheets --- p.198 / Chapter 4.5.4 --- Peer Counselors' Evaluation --- p.199 / Chapter 5 --- Discussion --- p.204 / Chapter 5. 1 --- Main Result Interpretation --- p.204 / Chapter 5.1.1 --- BF Duration --- p.204 / Chapter 5.1.2 --- BF Exclusivity --- p.205 / Chapter 5.1.3 --- BF Duration and BF Exclusivity --- p.210 / Chapter 5.1.4 --- Possible Explanations of the Study Results --- p.210 / Chapter 5.1.5 --- Similarities between Mclnnes' Peer Counseling Study and the Present Study --- p.213 / Chapter 5.2 --- Study Limitations --- p.216 / Chapter 5.2.1 --- Study Sample --- p.216 / Chapter 5.2.2 --- Data Validity and Recall Bias --- p.219 / Chapter 5.3 --- Common Reasons for Termination --- p.220 / Chapter 5.4 --- Implications of the Study Result and Future Direction --- p.221 / Chapter 5.5 --- Subsidiary Result Interpretation --- p.227 / Chapter 5.5.1 --- Factors that Have Positive Influences on BF --- p.228 / Chapter 5.5.2 --- Factors that Have No Particular Influences on BF --- p.243 / Chapter 5.5.3 --- Factors that Have Negative Influences on BF --- p.246 / Chapter 5.5.4 --- Future Directions --- p.261 / Conclusion --- p.262 / References --- p.264 / Appendices --- p.279

The problem of this study was to investigate the Adlerian concept of social interest in a peer counseling training program. The purpose of the investigation was to determine whether or not social interest of high school juniors and seniors could be impacted by a peer counseling training program.

This study was designed to determine the effectiveness of a filial/play therapy training model with high school juniors and seniors enrolled in a Peer Assistance and Leadership program (PALs). Filial/play therapy is an intervention that focuses on strengthening and enhancing adult-child relationships. The high students are trained to be a therapeutic change agent for primary school children identified as having adjustment difficulties by utilizing basic child-centered play therapy skills in weekly play sessions with young children. Specifically, this study is designed to determine the effectiveness of filial therapy in increasing: 1) the high school students' observed empathic behavior with young children, 2) the high school students' observed attitude of acceptance toward young children, 3) the high school students' observed ability to allow self-direction in young children, and 4) the high school students' observed level of involvement with young children. The experimental group, consisting of 16 volunteer high school students enrolled in a PALs class for high school credit, received a total of 24 weeks of filial/play therapy didactic training, application, and supervision for the playtimes they conducted with pre-kindergarten/kindergarten students identified with adjustment difficulties. The comparison group consisted of 15 volunteer high school students enrolled in a PALs class for high school credit. The comparison group received the standard PALs class curriculum. All students were videotaped playing with a young child 4 to 6 years of age before and after the training as a means of measuring empathic behavior with young children. An Analysis of Covariance revealed statistically significant findings in all four hypotheses. Specifically, the experimental group of high school students exhibited statistically significant increases in empathic interactions with young children when compared to the comparison group. The experimental group also exhibited statistically significant increases in communication of acceptance of young children's feelings and behaviors, acceptance and behavioral willingness to follow young children's lead rather than attempt to control their behavior, and attention to and participation in young children's play. This study supports the use of filial/play therapy as an effective training model for increasing high school students' empathic behavior with young children. Filial/play therapy offers significant possibilities for training high school students in a developmentally appropriate model for working with young children identified with school adjustment difficulties, in order to prevent future problems.

Research has demonstrated the efficacy of attitudinal-motivational counseling in conjunction with study skills training. However, it has not been clear whether group or individual counseling was most beneficial. This research attempted to evaluate the usefulness of peer counselors in group and individual counseling sessions. Using students voluntarily enrolled in a study skills program, it was demonstrated that all students improved in study habit scores. However, only individual-peer counseling was effective in changing academic attitudes (p < . 05), as compared to group-peer counseling, no-counseling, and no-treatment conditions. Grade-point-average change scores were not differentially effected by the treatment conditions.

Thesis (MTech (Environmental Health and Occupational Studies))--Cape Peninsula University of Technology, 2016 / Currently, the world faces many challenges such as a food shortages, fossil fuel depletion, floods, earthquakes, recession, wars, and climate change. It also faces diseases such as Human Immune Deficiency Virus /Acquired Immune Deficiency Syndrome /Sexually Transmitted Infections and Tuberculosis (HIV/AIDS /STI and TB). This study focused on HIV/AIDS/STI and TB, and the impact of changes in sexual behaviours of student peer educators as a result of peer education programmes offered by the HIV/AIDS Unit at the Cape Peninsula University of Technology (CPUT). Although young people today have a better understanding of risky sexual behaviours, HIV remains a health problem among the youth in South Africa. HIV/AIDS is a disease that affects all sectors of the population- rich and poor, young and adult, educated and uneducated. Tertiary institutions are places where many young female and male students live independently, unsupervised by their parents or guardians, in either private accommodation or student residences. Under these circumstances it may be expected that some students will explore and experience intimacy in their relationships. Hence, universities could play a vital role in shaping students’ attitudes and behaviours towards relationships, safer practices, and respect for others. Given the current absence of a cure or vaccine for HIV/AIDS, peer education should appear as an important tool in HIV prevention strategy. It draws on several well-known behavioural theories and many researchers view peer education as an effective behavioural change strategy. A formal structured Peer Education Programme was initiated and implemented at the HIV/AIDS Unit at Cape Peninsula University of Technology (CPUT) since 2004. This initiative was in line with one of the twelve strategic objectives of the HIV/AIDS Unit at the CPUT. This study therefore, aimed to assess the reflexive effect that the Peer Education Programme had on student peer educators who volunteer their services at the HIV/AIDS Unit at CPUT. It further attempted to assess the effect of the Peer Education Programme on changes in sexual behaviours that could occur amongst student peer educators. The purpose of this programme was to explore peer educators who were based in the HIV/AIDS Unit applying their acquired knowledge and skills; so that they may become role models for their peers by practising what they taught, and not taught what they proposed to practice. The study furthermore, forms on how effective the Peer Education Programme of CPUT’s HIV/AIDS Unit is in changing sexual behaviours of the student peer educators.

<p>In a Manila hospital, 204 mothers were randomized into three groups: two intervention groups receiving home-based counseling visits, one of them (n=68) by counselors trained to use a locally developed, two-tiered program of breastfeeding counseling, and the other by counselors trained in general childcare (n=67), were compared with a control group of mothers (n=69) who did not receive any counseling. All infants were scheduled for seven visits to the hospital for follow-up. During hospital visits, maternal and infant body measurements were made and an independent interviewer asked the mothers individually to recall how the infant had been fed. One study physician, blind to participant groups, was consulted at all scheduled and unscheduled infant visits.</p><p>At six months, 44% of the breastfeeding-counseled mothers, 7% of the childcare-counseled mothers and none of the mothers in the control group were exclusively breastfeeding. Twenty- four mothers breastfed exclusively during the first six months, of whom 22 received breastfeeding counseling and 2 had no breastfeeding counseling. Among 24 infants who were exclusively breastfed from birth to six months there were no episodes of diarrhea. All infants had gained in weight, length and head circumference. Mean maternal weight loss at six months was similar whether her breastfeeding was exclusive or partial.</p><p>The reasons why mothers without breastfeeding counseling introduced non-breast milk feeding before six months reflected lack of knowledge and support. Breastfeeding support during the first six months focusing on how to prevent and solve breastfeeding problems, particularly during the first two weeks, will enable mothers to choose to breastfeed exclusively up to six months. </p><p>This study has provided fundamental evidence of successful intervention by breastfeeding counseling to achieve six months of exclusive breastfeeding among term, low-birthweight infants. The locally developed training program in breastfeeding counseling, which successfully prepared volunteers to counsel mothers at home, could be incorporated into primary health care in the Philippines. Mothers who received breastfeeding counseling appreciated how this helped them to achieve their breastfeeding goals for the first six months. Improved breastfeeding practices as a result of breastfeeding counseling provided infants with protection from diarrhea and respiratory infections, contributing to their health and development.</p>

In a Manila hospital, 204 mothers were randomized into three groups: two intervention groups receiving home-based counseling visits, one of them (n=68) by counselors trained to use a locally developed, two-tiered program of breastfeeding counseling, and the other by counselors trained in general childcare (n=67), were compared with a control group of mothers (n=69) who did not receive any counseling. All infants were scheduled for seven visits to the hospital for follow-up. During hospital visits, maternal and infant body measurements were made and an independent interviewer asked the mothers individually to recall how the infant had been fed. One study physician, blind to participant groups, was consulted at all scheduled and unscheduled infant visits. At six months, 44% of the breastfeeding-counseled mothers, 7% of the childcare-counseled mothers and none of the mothers in the control group were exclusively breastfeeding. Twenty- four mothers breastfed exclusively during the first six months, of whom 22 received breastfeeding counseling and 2 had no breastfeeding counseling. Among 24 infants who were exclusively breastfed from birth to six months there were no episodes of diarrhea. All infants had gained in weight, length and head circumference. Mean maternal weight loss at six months was similar whether her breastfeeding was exclusive or partial. The reasons why mothers without breastfeeding counseling introduced non-breast milk feeding before six months reflected lack of knowledge and support. Breastfeeding support during the first six months focusing on how to prevent and solve breastfeeding problems, particularly during the first two weeks, will enable mothers to choose to breastfeed exclusively up to six months. This study has provided fundamental evidence of successful intervention by breastfeeding counseling to achieve six months of exclusive breastfeeding among term, low-birthweight infants. The locally developed training program in breastfeeding counseling, which successfully prepared volunteers to counsel mothers at home, could be incorporated into primary health care in the Philippines. Mothers who received breastfeeding counseling appreciated how this helped them to achieve their breastfeeding goals for the first six months. Improved breastfeeding practices as a result of breastfeeding counseling provided infants with protection from diarrhea and respiratory infections, contributing to their health and development.

Thesis (D. Ed. Min.)--Southwestern Baptist Theological Seminary, 2003. / Includes bibliographical references (leaves 110-117, 139).