Incorporating Well-Adjusted Peers in a Conduct Problems Prevention Program: Evaluation of Acceptability, Fidelity, and Safety of Implementation

Buddies as In-Group Influencers in Online Support Groups: A Social Network Analysis of Processes and Outcomes

Buddies, serving as in-group influencers to aid demographically similar cobuddies, are extensively used in face-to-face support groups to enhance positive social influence. The authors examine the efficacy of buddies in online support groups and investigate underlying mediating processes using social network analysis. They observe what happens when members of support groups for quitting smoking, including members who are relatively active and less active in the group, after a few days are called on to be buddies and assigned to specific cobuddies. The findings indicate that, consistent with normative expectations for buddies, members form especially strong ties with their designated cobuddies. The more active buddies are in the group, the stronger the ties they form with their cobuddies and, in turn, their cobuddies form stronger ties with group members overall, which then relates to cobuddy goal attainment. The findings suggest that interactive marketers should consider using buddies in online support groups but observe activity levels before making buddy assignments, because positive outcomes are contingent on buddies being active in the group. Marketers should also ensure that online support group members post to everyone, not just their buddies, because ties formed among group members as a whole are crucial for goal attainment.

A brief report on peer influence in group mentoring: A source of peer contagion or prosocial behavior change?

Group mentoring programs foster supportive relationships and constructive feedback between mentors and peers. Given the power of peer influence to promote adaptive or harmful outcomes, it is important to evaluate peer influence in group mentoring. This study examined whether a history of negative behavior among peers in mentoring groups exacerbated individual participants' behavior problems. Using a sample of 239 ninth grade participants in a group mentoring program, multilevel regression assessed group-level influence on suspensions and truancy using school administrative data records. The association between exposure to peers with a history of problem behaviors and outcomes did not reach statistical significance for either outcome. The results suggest that grouping youth with a history of poor attendance and suspensions did not inherently increase the risk for either outcome. Further evaluation of potential peer contagion effects and publication of nonsignificant results will help build literature to determine the likelihood of harmful outcomes for group mentoring.