Peer Support in Negotiating Multiple Relationships within Supervision Among Counselor Education Doctoral Students

Counselor education doctoral students (CEDSs), like other doctoral students, need assistance and support to ensure their self-care. One area markedly affecting self-care is one’s relationships with others. The purpose of this article is to examine the multiple relationships involved within CEDSs supervision, the potential areas to utilize peer support, and to propose peer support as an intervention for CEDSs. The authors discuss implications for using peer support to negotiate issues such as multiple relationships while being a CEDS and propose a call for research into the use of peer support as an effective approach to managing multiple relationships.     

The effects of skill diversity on commenting and revisions

The use of peer assessment to evaluate students’ writing is one recommended method that makes writing assignments possible in large content classes (i.e., more than 75 students). However, many instructors and students worry about whether students of all ability levels are capable of helping their peers. We examine how ability pairing (e.g., high-ability student with high-ability student versus high-ability student with low-ability student) changes key characteristics of feedback to determine which pairings are likely to benefit students most. A web-based reciprocal peer-review system was used to facilitate the peer review of students’ writing of two papers. Over 1,100 comments given to writers from their peers were coded for several relevant categories: type of feedback, type of criticism, focus of problem, focus of solution, and implementation. Overall, creating peer-review groups such that students receive feedback from someone of a dissimilar ability appeared to be most beneficial. High-ability writers received similar kinds of feedback from high-ability versus low-ability peers. By contrast, the low-ability writers received more comments that identified problems focusing on substance issues from high-ability reviewers. In addition, the low-ability writers implemented a higher percentage of the comments from the high-ability reviewers.     

Gender Relations and Schooling in the New Century: Conflicts and challenges

This paper highlights the challenges that schools in the future may face in relation to egalitarianism (in relation to gender, ethnicity and social class). It argues that new forms of egalitarian politics are likely to emerge, first, around differentiations within rather than between subordinated and powerful groups and, second, around the individualisation of learning processes and flexible educational careers. New gender concerns will challenge the concepts of educational excellence, the masculinisation of science, and schools' responses to disengagement. Traditional gender identities are changing and schools may have to respond to the gap between the educational success of young women and the discrimination they face on the labour market, and the disadvantages associated with a celebration of masculinity. The processes of individualisation and globalisation suggest that educationists and feminists have to engage with male and female experiences that could be even more different and unequal.     

First Date Sexual Expectations: The Effects of Who Asked,Who Paid,Date Location,and Gender

This investigation examined the effects of who asked, who paid, date location, and gender on first date sexual expectations and related attitudes. Participants from a large southwestern university in the United States reported that men hold higher first date sexual expectations than women, particularly when men asked and paid for the date and the date occurred at an apartment versus the movies or restaurant. When women asked and paid for the date and the date occurred at her apartment, men hold higher rape myth acceptance beliefs than when the man asked and paid for the date or when either sex asked for the date and the partners “went dutch” on expenses. Additional sexual- and gender-related findings, discussion, and implications follow.     

Running performance in the heat is improved by similar magnitude with pre-exercise cold-water immersion and mid-exercise facial water spray

This investigation compared the effects of external pre-cooling and mid-exercise cooling methods on running time trial performance and associated physiological responses. Nine trained male runners completed familiarisation and three randomised 5 km running time trials on a non-motorised treadmill in the heat (33°C). The trials included pre-cooling by cold-water immersion (CWI), mid-exercise cooling by intermittent facial water spray (SPRAY), and a control of no cooling (CON). Temperature, cardiorespiratory, muscular activation, and perceptual responses were measured as well as blood concentrations of lactate and prolactin. Performance time was significantly faster with CWI (24.5 ± 2.8 min; P = 0.01) and SPRAY (24.6 ± 3.3 min; P = 0.01) compared to CON (25.2 ± 3.2 min). Both cooling strategies significantly (P < 0.05) reduced forehead temperatures and thermal sensation, and increased muscle activation. Only pre-cooling significantly lowered rectal temperature both pre-exercise (by 0.5 ± 0.3°C; P < 0.01) and throughout exercise, and reduced sweat rate (P < 0.05). Both cooling strategies improved performance by a similar magnitude, and are ergogenic for athletes. The observed physiological changes suggest some involvement of central and psychophysiological mechanisms of performance improvement.