Peer relationships in counseling psychology training

Chui, Harold; Ziemer, Kathryn Schaefer; Palma, Beatriz; Hill, Clara E.

doi:10.1080/09515070.2013.873858

Cited by 15 publications

(19 citation statements)

References 31 publications

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“…In addition to emotional support, respondents expressed the academic role of information sharing from their peers; for example, professional information directly supports academic progress and achievement, while administrative information indirectly impacts academic work. That is to say, each type of peer relationship has value for students' social and academic integration, which supports the findings of prior studies that show instrumental and emotional benefits of peer relationships (Chui et al, 2014;Grant-Vallone and Ensher, 2000;Lin and Hsu, 2012).…”

Section: Information Exchange In Peer Relationships and Mentoringsupporting

confidence: 86%

“…To facilitate the identification process and provide a wide range of peer relationships, some environmental factors are controllable by program level. For example, as suggested in the study, physical proximity enables students to discover shared interests, facilitating information exchange, which is consistent with the finding of Chui et al (2014). This implies that institutional efforts for providing students with the opportunity for face-toface interactions may provide a foundation for building and developing relationships.…”

Section: Information Exchange In Peer Relationships and Mentoringsupporting

confidence: 82%

“…Relatively few studies have examined either peer relationships or peer mentoring in higher education. Further, research on peer relationships has been less common in graduate education than in undergraduate education (Chui et al, 2014). Budge (2006) speculated that the lack of research on peer mentoring is because the concept is relatively new and it is a type of non-traditional mentoring.…”

Section: Peer Relationships and Mentoring In Graduate Educationmentioning

confidence: 99%

“…Several researchers studied the nature of peer relationships in doctoral programs; for example, Chui et al (2014) investigated the peer relationship experiences of doctoral students in counseling psychology, interviewing 12 participants who had completed one or two years of doctoral work and asking them to complete the measure of peer relationship scale via email. Participants reported both positive and negative peer experiences in classroom, clinical work, research, and social settings.…”

Section: Peer Relationships and Mentoring In Graduate Educationmentioning

confidence: 99%

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Peer relationships and mentoring between LIS doctoral students: A qualitative approach

Lee

Anderson

Burnett

2016

Journal of Librarianship and Information Science

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Despite the critical role of peers in the socialization of doctoral students, relatively few researchers have studied types of peer relationships and information exchanged between doctoral students. This study aims to explore doctoral students’ perceptions of their peer relationships and informal peer mentoring within a library and information science program. The authors applied Kram and Isabella’s peer relationship framework developed in organizational settings to examine peer relationship types of library and information science doctoral students. Interviews with 12 doctoral students reveal the existence of cohort, social/academic peer, and other peer groups, which can be mapped onto Kram and Isabella’s continuum of peer relationships, categorized as special, collegial, and information peers; however, this framework suffers from a limitation in explaining dysfunctional peer relationships identified in the study. In regard to differences between peer relationships and peer mentoring, respondents tend to perceive mentoring as a developmental function that takes place in peer relationships. Moreover, the authors propose five types of information exchanged between doctoral students, which are (a) basic, (b) administrative, (c) professional, (d) social, and (e) personal information, and they suggest that peer relationships influence the topical diversity and degree of disclosure in information exchange.

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Section: Information Exchange In Peer Relationships and Mentoringsupporting

confidence: 86%

Section: Information Exchange In Peer Relationships and Mentoringsupporting

confidence: 82%

Section: Peer Relationships and Mentoring In Graduate Educationmentioning

confidence: 99%

Section: Peer Relationships and Mentoring In Graduate Educationmentioning

confidence: 99%

See 2 more Smart Citations

Peer relationships and mentoring between LIS doctoral students: A qualitative approach

Lee

Anderson

Burnett

2016

Journal of Librarianship and Information Science

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“…During peer group interaction, they feel more relaxed because of the pleasant atmosphere and equality between them. (Crouch & Mazur, 2001) and (Chui et al, 2014) CONCLUSION Deviant behavior is a phenomenon that continues to change from its shape, but the factors that cause it from the past until now are still many of the same. Internal and external factors such as education, poverty, parental control, enforcement of unclear rules are still factors that are often used as reasons for people to commit crimes.…”

Section: Discussionmentioning

confidence: 99%

Islamic Religious Education Models in Preventing Negative Behaviors of Youth and Adolescents

Sukino

Utami

2020

TJKMP

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This study offers explicitly new knowledge about socialization and internalization of religious values that form noble morals, which are solutions to prevent malicious behavior in the younger generation. This study uses a sociological approach with a qualitative narrative. Data were collected using interviews and observations; the primary data sources were religious leaders, youth community leaders, and youth in the village of Kampung Jawa Tengah. The analysis was carried out from entering the research field, data reduction, and verification. At the same time, the data validity technique used triangulation and member checks. This research concludes the first two things that deviant behavior such as stealing, drinking, drugs, and gambling have still occurred in the village of Kampung Jawa Tengah in the last three years; the trigger factors are poverty, unemployment, and weak parental control. The educational model, which is a strategy to prevent deviant behavior, is strengthening religious knowledge through various activities and strengthening tolerance attitudes in adolescents through arts and sports activities so that empathy grows to participate in avoiding criminal behavior among teenagers.

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Effectiveness of two clinical peer supervision models on practising practicum students

Aldahadha

Karaki

2021

Couns and Psychother Res

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Two forms of clinical peer supervision were provided to a sample of 30 practicum students (PS) from Jordan. The sample was divided into two treatment groups and one control group. Results revealed significant effects in the experimental groups compared with the control group, with increases in the means of counselling skills and professional self‐efficacy on the post‐test. Moreover, results revealed no differences in the means of self‐esteem between the three groups or in the two experimental groups on any of the scales. Participants' qualitative session evaluations also supported the helpfulness of clinical peer‐tutoring supervision for school practicum students.

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Peer relationships in counseling psychology training

Cited by 15 publications

References 31 publications

Peer relationships and mentoring between LIS doctoral students: A qualitative approach

Peer relationships and mentoring between LIS doctoral students: A qualitative approach

Islamic Religious Education Models in Preventing Negative Behaviors of Youth and Adolescents

Effectiveness of two clinical peer supervision models on practising practicum students

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