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Experiences of Formal and Informal Peer Supporters at a Japanese University

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Title: Experiences of Formal and Informal Peer Supporters at a Japanese University
Language: English
Authors: Yuri Yoshida, Peter Bernick, Sayaka Ogawa, Jun Tayama, Tatsuo Saigo, Yasumi Suzuki
Source: Journal of Postsecondary Education and Disability. 2024 37(1):47-60.
Availability: Association on Higher Education and Disability. 8015 West Kenton Circle Suite 230, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: JPED@ahead.org; Web site: https://www.ahead.org/professional-resources/publications/jped
Peer Reviewed: Y
Page Count: 14
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Peer Influence, Social Support Groups, College Students, Students with Disabilities, Student Attitudes, Autism Spectrum Disorders, Attention Deficit Hyperactivity Disorder, Program Effectiveness, Student Characteristics, Mentors
Geographic Terms: Japan
ISSN: 2379-7762
2328-3343
Abstract: Higher education institutions in Japan are increasingly focused on supporting students with developmental disorders, but these individuals still face daunting challenges. Although research has demonstrated the positive effects of peer support on student socialization and academic performance, few studies have examined the perspectives or experiences of peer supporters. In this qualitative study at a medium-sized Japanese national public university, we conducted semi-structured interviews with five students employed by the school to provide formal, structured support, and seven students who provided informal, "natural" support to peers with autism spectrum disorder or attention-deficit/hyperactivity disorder. Results indicate that both groups of supporters perceived difficulties and benefits associated with their respective forms of support, and that higher education institutions need to provide more training and education to enhance supporters' understanding of developmental disorders, as well as supervision for students acting as supporters.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1434806
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Experiences of Formal and Informal Peer Supporters at a Japanese University
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  Data: <searchLink fieldCode="AR" term="%22Yuri+Yoshida%22">Yuri Yoshida</searchLink><br /><searchLink fieldCode="AR" term="%22Peter+Bernick%22">Peter Bernick</searchLink><br /><searchLink fieldCode="AR" term="%22Sayaka+Ogawa%22">Sayaka Ogawa</searchLink><br /><searchLink fieldCode="AR" term="%22Jun+Tayama%22">Jun Tayama</searchLink><br /><searchLink fieldCode="AR" term="%22Tatsuo+Saigo%22">Tatsuo Saigo</searchLink><br /><searchLink fieldCode="AR" term="%22Yasumi+Suzuki%22">Yasumi Suzuki</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Postsecondary+Education+and+Disability%22"><i>Journal of Postsecondary Education and Disability</i></searchLink>. 2024 37(1):47-60.
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  Data: Association on Higher Education and Disability. 8015 West Kenton Circle Suite 230, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: JPED@ahead.org; Web site: https://www.ahead.org/professional-resources/publications/jped
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  Data: 14
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Influence%22">Peer Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Support+Groups%22">Social Support Groups</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Attention+Deficit+Hyperactivity+Disorder%22">Attention Deficit Hyperactivity Disorder</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Japan%22">Japan</searchLink>
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  Data: 2379-7762<br />2328-3343
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Higher education institutions in Japan are increasingly focused on supporting students with developmental disorders, but these individuals still face daunting challenges. Although research has demonstrated the positive effects of peer support on student socialization and academic performance, few studies have examined the perspectives or experiences of peer supporters. In this qualitative study at a medium-sized Japanese national public university, we conducted semi-structured interviews with five students employed by the school to provide formal, structured support, and seven students who provided informal, "natural" support to peers with autism spectrum disorder or attention-deficit/hyperactivity disorder. Results indicate that both groups of supporters perceived difficulties and benefits associated with their respective forms of support, and that higher education institutions need to provide more training and education to enhance supporters' understanding of developmental disorders, as well as supervision for students acting as supporters.
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  Data: 2024
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      – Text: English
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      Pagination:
        PageCount: 14
        StartPage: 47
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Peer Influence
        Type: general
      – SubjectFull: Social Support Groups
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Students with Disabilities
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Autism Spectrum Disorders
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      – SubjectFull: Attention Deficit Hyperactivity Disorder
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Student Characteristics
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      – SubjectFull: Mentors
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      – SubjectFull: Japan
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