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Article
Publication date: 2 June 2023

Tricia H. Witte, Mercy Ngosa Mumba, Jessica Jaiswal, Teairra Evans and George C.T. Mugoya

Peer Support Specialists (PSS) play an integral role in substance use disorder treatment and aftercare services. PSS training programs vary in format and need to be evaluated for…

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Abstract

Purpose

Peer Support Specialists (PSS) play an integral role in substance use disorder treatment and aftercare services. PSS training programs vary in format and need to be evaluated for continued improvement. The purpose of this study was to gather feedback about course delivery and instruction from PSS trainees in a PSS training program in Alabama.

Design/methodology/approach

Focus groups were conducted with 15 PSS trainees after they completed two training courses delivered in an online university format. There were four men and 11 women. Four were black, 10 were white and one was Hispanic/Latinx. Participants ranged in age from 20 to 70.

Findings

Through content analysis of focus group content, four themes emerged: (1) issues with online navigation, (2) desire for an orientation to university-level education, (3) instructor qualities (e.g. approachability and availability) and (4) course structure considerations (e.g. balance between online and in-person learning, more frequent class meetings).

Originality/value

To the best of the authors’ knowledge, this study is the first to evaluate a new PSS training program in Alabama. Findings help inform future PSS training programs and assist in the development of best practices in PSS training.

Details

The Journal of Mental Health Training, Education and Practice, vol. 18 no. 4
Type: Research Article
ISSN: 1755-6228

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Article
Publication date: 24 August 2017

Christine Louise Hackman, Tricia Witte and Marissa Greenband

Sexual violence (SV) is a pervasive public health issue on college campuses. While much research has been conducted to determine factors contributing to SV, little work focuses on…

357

Abstract

Purpose

Sexual violence (SV) is a pervasive public health issue on college campuses. While much research has been conducted to determine factors contributing to SV, little work focuses on the role of perceived social norms. The purpose of this paper is to examine college students’ perceived descriptive norms for SV perpetration (i.e. prevalence estimates for SV).

Design/methodology/approach

Using a cross-sectional survey, male and female college students from a large public institution in the Southeastern USA were instructed to estimate the prevalence of SV for “typical students” of their same gender on campus.

Findings

When compared to actual prevalence rates of SV perpetrated by females and males, both perpetrators and non-perpetrators overestimated the prevalence of SV among same-sex peers, but perpetrators made even higher estimates compared to those made by non-perpetrators for some sexually aggressive acts. Results demonstrate strong and consistent normative misperceptions surrounding SV perpetration.

Research limitations/implications

Findings lend support for testing social norms-based prevention programs for SV on college campuses.

Originality/value

This study is one of the first investigations into perceived social norms surrounding SV; perceived social norms may be an influential factor contributing to SV.

Details

Journal of Aggression, Conflict and Peace Research, vol. 9 no. 4
Type: Research Article
ISSN: 1759-6599

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