This article discusses the benefits and challenges of involving peer researchers in social research projects. A research project on pupil participation in policy making on school bullying in Northern Ireland's schools was commissioned by the Office of the Northern Ireland Commissioner for Children and Young People and undertaken by the National Children's Bureau in conjunction with researchers from Queen's University Belfast in fourteen schools across Northern Ireland, utilizing a mixed methods approach. We trained and employed nine 15—18-year-old peer researchers to support them in this project. After the project's completion, we conducted interviews with six of the peer researchers to investigate how they experienced their involvement in the research. We discuss the findings from these interviews and contextualize in a review of literature on research involving children and young people.

Research for more than 60 years has shown that entry into occupations can be predicted from scores on interest inventories at a rate better than chance (Donnay, 1997). The psychometric scoring methodologies used today by a majority of vocational interest inventories were developed in the 1920s and 1960s. Researchers are challenged with improving the theory and science behind vocational interest inventories to align them with current vocational constructions. In this study, validity comparisons were made between person matching and standard scoring based on 5,143 medical students who had taken a vocational interest inventory and had entered their medical residency. Person matching was found to improve differentiation between occupational groups and increase the amount of information offered in the scoring report; in addition, it could potentially increase occupational group assignment to advance vocational interest inventory validity.

The development of Clinical Research Networks (CRN) has been central to the work conducted by Health Departments and research funders to promote and support clinical research within the NHS in the UK. In England, the National Institute for Health Research has supported the delivery of clinical research within the NHS primarily through CRN. CRN provide the essential infrastructure within the NHS for the set up and delivery of clinical research within a high-quality peer-reviewed portfolio of studies. The success of the National Cancer Research Network is summarized in Chapter 5. In this chapter progress in five other topics, and more recently in primary care and comprehensively across the NHS, is summarized. In each of the 'topic-specific' networks (Dementias and Neurodegenerative Diseases, Diabetes, Medicines for Children, Mental Health, Stroke) there has been a rapid and substantial increase in portfolios and in the recruitment of patients into studies in these portfolios. The processes and the key success factors are described. The CRN have worked to support research supported by pharmaceutical, biotechnology and medical device companies and there has been substantial progress in improving the speed, cost and delivery of these 'industry' studies. In particular, work to support the increased speed of set up and delivery of industry studies, and to embed this firmly in the NHS, was explored in the North West of England in an Exemplar Programme which showed substantial reductions in study set-up times and improved recruitment into studies and showed how healthcare (NHS) organizations can overcome delays in set up times when they actively manage the process. Seven out of 20 international studies reported that the first patient to be entered anywhere in the world was from the UK. In addition, the CRN have supported research management and governance, workforce development and clinical trials unit collaboration and coordination. International peer reviews of all of the CRN have been positive and resulted in the continuation of the system for a further 5 years in all cases.

Counselor education students (N = 224) rated 16 boundary‐crossing scenarios involving counselor educators. They viewed boundary crossings as unethical and were aware of power differentials between the 2 groups. Next, they rated the scenarios again, after reviewing 1 of 4 ethical informational resources: relevant standards in the ACA Code of Ethics (American Counseling Association, 2014), 2 different boundary‐crossing decision‐making models, and a placebo. Although participants rated all resources except the placebo as moderately helpful, these resources had little to no influence on their ethical decision‐making. Only 47% of students in the 2 ethical decision‐making model groups reported they would use the model they were exposed to in the future when contemplating boundary crossings

A random sample of 430 independently licensed counselors evaluated 4 ethical information interventions in the context of 16 boundary‐crossing scenarios. Results indicated that counselors have serious reservations about any form of boundary crossing. They reported mostly reviewing various codes of ethics, reviewing state laws and rules, consulting with others, working from gut instincts, and reflecting on personal experience when confronted with boundary‐crossing issues. Participants clearly preferred streamlined ethical information interventions.