PubMed Health⌕ Search

SEARCH · PubMed Health

Results for “peer”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 19 recordsLinked to original sources
PubMed1992

Interagency psychiatric consultation liaison nursing peer review and peer board: quality assurance and empowerment.

This article describes the implementation of an interagency peer review group and formal review board for psychiatric consultation liaison nurses (PCLN) practicing in affiliated institutions. Peer group members enhance their skill levels, assure quality standards of practice, and implement system changes through peer collaboration and member feedback. The model assures quality PCLN practice, fosters member resilience, creates a counterbalance for PCLN role isolation, and provides professional empowerment. The authors also disclose the peer group members' struggle and resolution to implement the mandated task of the annual performance review through the process of the PCLN formal peer review board.

Humans↗
PubMed1979

Peer review--the West Australian experience. The West Australian Peer Review Sub-Committee.

In view of the Department of Health's recommendations that Peer Review be accepted as an integral part of the medical system, local members of the college volunteered to take part in a pilot study. Those involved were divided into three groups and were left to devise their own system. Following subsequent discussion and assessment, a workable scheme evolved as described. This system employs a 'rolling' or an ongoing technique in which a group of four psychiatrists form the peer review group. Following each assessment a new member joins the team and the longest serving person is assessed before leaving. The problems and difficulties of peer review are discussed and the importance of the link between peer review and continuing education is stressed.

Australia↗
PubMed1975

The reward value of peers. A variable influencing the efficacy of filmed modeling in modifying social isolation in preschoolers.

Sixteen socially isolate preschoolers were classified as peer- or non-peer-oriented on the basis of their responses to a test devised to measure the reward value of peers. Half of the subjects in each classification were assigned to a modeling treatment and viewed a film depicting appropriate social behavior in the nursery school; half served as controls and saw an animal film. Peer-oriented modeling film subjects increased significantly more in their peer social interactions at posttest and follow-up assessments than did the non-peer-oriented modeling group. In addition, both peer-oriented and non-peer-oriented modeling groups were significantly higher on peer interaction than the control groups. Alternative and supplemental procedures for increasing isolate preschoolers' social interaction are discussed.

Behavior Therapy↗
PubMed1991

Assessment of peer rejection and externalizing behavior problems in preschool boys: a short-term longitudinal study.

We examined the longitudinal stability of measures of negative peer status and aggressive-disruptive behavior in preschool boys. Subjects were 53 white 4- to 5-year-old boys from low-income family backgrounds. Peer sociometric measures of rejection and behavioral deviance were assessed in the fall and spring of the preschool year. Complementary measures were also obtained from teachers at both assessment points. Half of the boys designated as rejected on the basis of peer nominations maintained this status at the end of the preschool year. Teachers and peers did not agree on their selections of socially rejected children, but had good agreement concerning the identification of children with externalizing-type behavior problems. Finally, teacher and peer classifications of aggressive-disruptive children were highly stable throughout the preschool year. These findings indicate that peer-rejected children can be identified at very young ages, and that preschoolers can be reliable informants about the social maladjustment of peers.

Child Behavior Disorders↗
PubMed1992

Fading teacher prompts from peer-initiation interventions for young children with disabilities.

This study examined a system for fading teacher prompts to children who served as peers in peer-initiation interventions for young children with disabilities. A teacher taught peers to direct social initiations to children with disabilities, provided verbal prompts for those initiations, and introduced a system that provided peers with visual feedback about the social interactions of the children with disabilities. She then systematically withdrew the verbal prompts to peers, and subsequently faded the visual feedback system. Peer initiations increased when the intervention began and resulted in increases in social interaction for the children with disabilities. As the teacher systematically faded the prompts and visual feedback to the peers, social interaction continued at the levels found during intervention and was maintained during a short maintenance period.

Behavior Therapy↗
PubMed1992

Increasing generalized social interactions in psychotic and mentally retarded residents through peer-mediated therapy.

This study investigated whether withdrawn adults living in a residential center for psychotic and mentally handicapped persons could serve as peer therapists to increase the social interaction of other withdrawn residents. Two pairs of residents served as participants. Treatments were introduced and evaluated within a multiple baseline with reversal design. After baseline, the peer therapist was instructed to increase the social interactions of a target peer through engagement in social interactions. The results demonstrated that the peer therapist increased the social interactions of target peers. However, these increases did not generalize to other residents until the introduction of a multiple peer therapist condition. The percentage of time the peer therapists interacted with other nontarget residents also increased throughout the study. These results were maintained during a 4-month follow-up condition.

Adult↗
PubMed1992

Adolescents' experience with and response to suicidal peers.

The present study investigated a sample of 325 suburban high school students' knowledge of suicidal peers, whether they had ever talked to a suicidal peer, and, if so, what they actually did in that situation. Sixty-eight percent of the females and 42.5% of the males reported knowing a teen who had committed or attempted suicide. Ninety-seven students reported having talked to a peer who was definitely considering suicide; of these, 63% talked to their peer about his or her concerns, 24.7% told an adult, and 12% did nothing in response to the encounter. Ninth graders were significantly more likely to do nothing as compared to eleventh graders. A mixed pattern of results was found as to the relationship of the response of youth to suicidal peers and their general experience with suicidal peers. The results confirm the importance of adolescents themselves for the prevention of youth suicide, and the need to convince adolescents to report at-risk peers to an adult.

Adolescent↗
PubMed1992

Inhibition in toddlerhood and the dynamics of the child's interaction with an unfamiliar peer at age five.

Measures of inhibition to social and nonsocial unfamiliar events, obtained in toddlerhood, were studied as predictors of social behaviors during an interaction with an unfamiliar peer in 100 5-year-old children. Social inhibition predicted a highly shy and inhibited behavioral pattern with peer and less frequent expression of affect during fantasy play; nonsocial inhibition predicted decreased involvement in group play. Analysis of the changing dynamics of the ongoing peer interaction revealed that the role of child inhibition as a predictor of social behavior may be mostly evident during the initial encounter with the peer. Children who as toddlers were particularly socially inhibited, during the initial phase of peer interaction showed a significantly stronger pattern of shy and inhibited behavior and proximity to mother. In contrast to existing evidence that maternal depression may be a risk factor for the child's long-term peer relationships, no differences in social behavior were found between children of normal and affectively ill mothers during a brief encounter with unfamiliar peers.

Age Factors↗
PubMed1976

Children's understanding of their emotionally disturbed peers. I. The concept of emotional disturbance.

Study of the interpersonal relations of emotionally disturbed children has focused largely on relationships within the family. Theories of childhood psychopathology focus almost exclusively on the parent-child triad as the etiological core of childhood emotional disturbance (Frank, 1965). Far less attention has been paid to the role of extra-familial attitudes and relationships in childhood psychopathology. In a general way, the increasing importance of the peer group during childhood has been recognized, but researchers have hardly begun to consider whether and how the manifold aspects of relationships between the emotionally disturbed and their normal peers might bear on the course of the disturbance or its refractoriness to treatment (e.g., Solomon and Wahler, 1973). Nor have they considered peer group influences on the development of the emotionally disturbed child's perception of the world and his place within it. Despite increasing recognition of the early importance of peer relations, virtually no systematic information exists on the ways in which normal children view their emotionally disturbed peers. Our purpose in this paper is to report the first of several analyses of data from an initial investigation of children's understanding of their emotionally disturbed peers. Specifically, we wish to examine whether there is evidence that normal children do, in fact, perceive as emotionally disturbed the symptomatic and distressing behavior of peers that mental health professionals would recognize as indicative of psychopathology. Further, we wish to study these issues with respect to grade and sex differences.

Affective Symptoms↗
PubMedDate not supplied

Peer review organization payment denials: comparative analysis of emergency department and non-emergency-department admissions.

The Health Care Financing Administration has contracted with regional peer review organizations to review Medicare admissions and to deny payment for hospital admissions that fail to meet peer review organization criteria. The purpose of this study was to compare emergency department admissions with non-emergency-department admissions with respect to rates of peer review organization denial and the reasons for those denials. All hospital Medicare admissions between January 1984 and April 1987 were retrospectively reviewed. Patients were excluded if they received peer review organization pre-authorization prior to admission. The rest were classified by 1) source of admission (emergency department or non-emergency department), 2) peer review organization decision, 3) reason for peer review organization denial, 4) whether the denial was appealed, 5) the results of appeal. Chi-square or Fisher's Exact Test analysis was performed, and P less than 0.05 was considered to be significant. During the 40-month study period, there were 19,847 emergency department Medicare admissions and 19,752 non-emergency-department Medicare admissions. Of the non-emergency-department admissions, 7887 received pre-authorization. None of the emergency department admissions received pre-authorization. Of the 19,847 emergency department admissions, 433 (2.23%) were denied. Of these denials, 269 (60.7%) were appealed by the hospital; 136 (50.5%) successfully. Of the 11,865 non-emergency department, non-pre-authorized admissions, 333 (2.81%) were denied. Of these denials, 174 (52.2%) were appealed, 76 (43.6%) successfully. Overall, emergency department admissions were significantly less likely to receive peer review organization denial than non-emergency-department, non-pre-authorized admissions (P less than 0.003).(ABSTRACT TRUNCATED AT 250 WORDS)

Centers for Medicare and Medicaid Services, U.S.↗
PubMed1991

Linking family characteristics with poor peer relations: the mediating role of conduct problems.

Parent, teacher, and peer ratings were collected for 75 grade school boys to test the hypothesis that certain family interaction patterns would be associated with poor peer relations. Path analyses provided support for a mediational model, in which punitive and ineffective discipline was related to child conduct problems in home and school settings which, in turn, predicted poor peer relations. Further analyses suggested that distinct subgroups of boys could be identified who exhibited conduct problems at home only, at school only, in both settings, or in neither setting. Boys who exhibited cross-situational conduct problems were more likely to experience multiple concurrent problems (e.g., in both home and school settings) and were more likely than any other group to experience poor peer relations. However, only about one-third of the boys with poor peer relations in this sample exhibited problem profiles consistent with the proposed model (e.g., experienced high rates of punitive/ineffective home discipline and exhibited conduct problems in home and school settings), suggesting that the proposed model reflects one common (but not exclusive) pathway to poor peer relations.

Child↗
PubMed1992

Development of conduct problems and peer rejection in preschool children: a social systems analysis.

The development of impulsive-aggressive problem behavior and peer rejection was examined in sixty 4- to 5-year-old boys from low-income family backgrounds. Children's sociometric status and behavioral adjustment were assessed longitudinally at the beginning and end of the preschool year, and related to measures of peer interaction at three different points in time. Boys identified as socially rejected and aggressive in the beginning of the year were highly likely to be identified as such at the end of the year. Early in the preschool year, these children contributed to their own rejection by initiating socially aversive exchanges with peers. Although peers clearly perceived these problems, they did not reciprocate with counteraggression at first. However, as time passed, peers began to actively victimize these children, and most of the aggression on the part of victims became reactive in nature. Thus, the current findings strongly support a transactional model of the development of early peer rejection and conduct problems.

Aggression↗
PubMed1978

Peer facilitation of generalization in a preschool classroom.

Two 5-year-old deviant preschoolers taught each other, as peer-tutors, to identify pictorial figures describing prepositional relationships. During training sessions monitored by the experimenter, the child in the peer-tutor role presented stimulus materials and provided consequences for the responses of the child in the tutee role. An assessment of generalization by each child to an academic classroom setting occurred each day. The data showed that the peer-tutor could facilitate generalization, when the tutee was probed in the peer-tutor's presence. However, it was found that the salience of the peer-tutor's presence was critical to this effect. In particular, when the peer presented the stimuli or offered occasional consequences for some correct responses, generalization was greatly enhanced.

Behavior Therapy↗
PubMed1991

Social interactions and peer perceptions of young physically abused children.

14 3-6-year-old children with a history of physical abuse and a closely matched comparison group of 14 nonabused children, all of whom had been in day-care for more than a year, participated in this investigation. Behavior observations, teacher reports, and peer sociometric ratings were used to evaluate children's peer interactions. It was found that abused children initiated fewer positive interactions with peers and exhibited a higher proportion of negative behavior than nonabused comparison children. Peers viewed abused children as less well liked. Further, peers were less likely to reciprocate the initiations of abused children, although they approached abused children as often as they approached comparison children. Teachers viewed abused children as more behaviorally disturbed. Overall, results indicated that abused children experience disturbed social interactions outside the home environment, despite involvement in a day-care setting that provides alternative peer and adult role models.

Child↗