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Sharing emotions with other individuals is a widespread phenomenon. Previous research proposed that experiencing intense and similar emotions with other individuals reinforces social bonds. However, several aspects of this phenomenon remain unclear, notably whether social bonding requires the convergence and synchronization of emotions in the group, and whether these effects generalize across positively valenced and negatively valenced emotional contexts. To address these questions, we measured subjective emotional experiences, physiological activity (cardiac, respiratory, electrodermal) and social attitudes in dyads of unacquainted individuals who watched videos in the presence of each other. We manipulated the emotional content of the videos and the type of shared attention between participants, to test for the contribution of interpersonal influence. The results revealed that intense emotions indexed by physiological arousal were associated with the emergence of reciprocal prosocial attitudes within dyads, and that this effect depended on joint attention. We did not observe the convergence and synchronization of emotions within dyads, which suggests that experiencing similar emotions was not necessary for social bonding. We discuss implications of this study for research on collective effervescence and the social consequences of shared experiences.

This arts-based research study investigates the relational possibilities afforded by shared experience when participants are invited to collaborate in a tea gathering. Inspired by Japanese tea ceremony tradition and the relations of host and guests, who demonstrate mutual respect and appreciation through prescribed gestures, the author aims to translate and make more accessible the relational possibilities of this practice by inviting guests to collaborate and co-create the experience. Through these gatherings, participant-collaborators explore the interplay of relational potential, sensory experience, and collaboration. This article considers how the relational dynamics of host and guest can have implications for art education when the teacher is understood as a host to student-guests in interdependent roles. [ABSTRACT FROM AUTHOR]

The concept of the shared experience plays an important role in human life as well as in the arts and sciences. Because users communicate with the objects in the environment they are in, depending on the time, and as a result of this communication they can be psychologically affected in a positive or negative way. In this sense, it is necessary to study what kind of structure the objects have in the shared experience space in which the user is located. The main purpose of the research is to examine the concept of shared experience in visual design by considering the relationship between user, object and time in three different worlds: real, artificial and virtual. The method used for the article was document analysis, one of the qualitative research methods. In this context, a search process was carried out in various sources, based on the keywords experience and common experience concept. At the centre ofthese different worlds, which are treated in three different categories, are the user and the object. It is concluded that the shared experience resulting from the different ways in which users communicate with the object has certain limitations in all three categories. In the real world, due to the unique structures of natural objects, shared experience means unlimited diversity for users, while in the artificial world, objects have more limitations due to their imitation or similar structure. It was found that the virtual world simulates the real world and therefore has certain limitations in terms of originality and creativity. It was also found that all three worlds are different from each other in terms of structural aspects and user experience. As a result, it was concluded that real, artificial and virtual worlds have intertwined relationships with each other in the context of shared experience; the real world can be defined as the universe, the artificial world is a subset of the real world, and the virtual world is a subset of the artificial world. It was also concluded that these defined the worlds have the potential to show variability in the context of object-time relationships. [ABSTRACT FROM AUTHOR]

Research on collective emotion spans social sciences, psychology and philosophy. There are detailed case studies and diverse theories of collective emotion. However, experimental evidence regarding the universal characteristics, antecedents and consequences of collective emotion remains sparse. Moreover, current research mainly relies on emotion self-reports, accounting for the subjective experience of collective emotion and ignoring their cognitive and physiological bases. In response to these challenges, we argue for experimental research on collective emotion. We start with an overview of theoretical frameworks to identify a set of three characteristics of collective emotion. Based on research in cognitive and affective sciences, we then examine the corresponding candidate mechanisms. Finally, we highlight outstanding questions, review experimental evidence, and suggest ideas for future experimental research. [ABSTRACT FROM AUTHOR]

Who speaks for marginalised communities in dominant-party parliaments, where electoral accountability is weak? While existing work demonstrates the persistent salience of a legislator's personal identity in such settings, we build on recent 'critical actor' theory to argue for factors beyond identity-based selection to explain why representatives might speak for marginalised communities. To this end, we use a mixed-methods approach to analyse the representation of six marginal communities in Singapore's dominant-party system. A quantitative content analysis of all 8246 parliamentary questions filed from 2011 to 2020 shows that in addition to representative gender and ethnics identities, prior careers and political tenure also influence marginal community representation. In-depth interviews with seven Member of Parliament help identify precise mechanisms for such representation, including shared experience, career-derived awareness, political freshness and representative philosophies. That said, not all marginalised communities are well-represented, reflecting constraints on individual legislator-driven representation amidst broader party electoral strategies in non-competitive systems. [ABSTRACT FROM AUTHOR]

Thesis. The current paper deals with the idea of sisterhood which has been represented in a Bollywood movie named Parched. The movie manifests sisterhood as a way to find solace and to get rid of confinement from the oppressive and suffocating society that tries to confine women within the four walls of the house. Concept. Sisterhood is an association, group, society, or community of women who are linked by common interests. This alliance became popular during the second wave of feminism. A single woman cannot combat the oppressors. Only necessary solidarity and collective efforts would result in the desired improvements. Results and Conclusion. In our society, the term 'brotherhood' is used to designate camaraderie among men, but no term is used to denote companionship among women. In fact, it is assumed that women hate each other and this legacy of 'women-hating' is proved to be unfounded. Therefore, necessary solidarity is required to correct the patriarchal assumptions about women, and the idea of sisterhood is one effort in this direction. [ABSTRACT FROM AUTHOR]

Evidence suggests that increasing the descriptive representation of groups improves their substantive representation. What underpins this link? Many scholars writing on the subject stop short of arguing explicitly that it is "shared experience" within groups. I argue that we should embrace the potential conceptual and empirical benefits of framing representation through experience. To do this, we should think of experience specifically in terms of the epistemic content and capacities gained through subjective experience, which can allow individuals to think about the world in distinct ways. I reframe the idea that experiences might be shared within groups and ameliorate concerns that the concept is essentialist, drawing out the political relevance of my argument. This has the strategic implication that we should be unafraid to argue in favor of political presence on the basis of (shared) experience and the empirical implication that future research should consider subjective experience more closely. [ABSTRACT FROM AUTHOR]

Speaking on one's own behalf and asserting one's entitlement to assess oneself are regular features of interaction, but participants often sound for others through practices like responsive animation, through which they are seen to be temporarily "doing being" others in a responsive slot. In this paper we study a collection of responsive animations consisting primarily of non-lexical vocalisations with gestural ensembles produced in contexts where territorial rights are in tension. We focus on environments where a participant engages in self-deprecating disclosures around past or projected negative happenings that may be shared by a co-participant (albeit experienced independently) and who animates an aspect of these in response. We describe how co-participants sound for each other by deploying animations that instead of minimising deprecating components, actually amplify them through a transformed and creative vocal and/or visual demonstration of a jointly negotiated (shared) attribute or experience. These animations create brief moments of heightened involvement and other-attentiveness before transitioning to a new/next order of conversational business. • While participants often speak on their own behalf they may engage in animation to sound for others. • Animation is a responsive option in contexts of co-participants' reciprocal my-side self-deprecating disclosures. • Brief animations designed as non-lexical vocalisations or gestural ensembles in this context amplify deprecating attributes and experiences. • Animation is used for joint appreciation and play and other-attentiveness before turning to other orders of conversational business. [ABSTRACT FROM AUTHOR]

Sharing emotions with other individuals is a widespread phenomenon. Previous research proposed that experiencing intense and similar emotions with other individuals reinforces social bonds. However, several aspects of this phenomenon remain unclear, notably whether social bonding requires the convergence and synchronization of emotions in the group, and whether these effects generalize across positively valenced and negatively valenced emotional contexts. To address these questions, we measured subjective emotional experiences, physiological activity (cardiac, respiratory, electrodermal) and social attitudes in dyads of unacquainted individuals who watched videos in the presence of each other. We manipulated the emotional content of the videos and the type of shared attention between participants, to test for the contribution of interpersonal influence. The results revealed that intense emotions indexed by physiological arousal were associated with the emergence of reciprocal prosocial attitudes within dyads, and that this effect depended on joint attention. We did not observe the convergence and synchronization of emotions within dyads, which suggests that experiencing similar emotions was not necessary for social bonding. We discuss implications of this study for research on collective effervescence and the social consequences of shared experiences., Competing Interests: We have no competing interests., (© 2024 The Author(s).)

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Treatments outside of a clinical setting may be managed independently by the pediatric patient, independently by a caregiver, or by the patient and caregiver together. Best practices for pediatric clinical outcome assessment (COA) recommend patient-reported outcome (PRO) and/or observer-reported outcome (ObsRO) measures to assess the patient experience of a condition or its treatment. However, a dyad approach where patients and caregivers can complete assessments together may be useful for assessing a shared treatment experience that may not be adequately captured by a PRO and/or an ObsRO. A systematic, targeted literature review of empirical literature was conducted to identify and describe published studies detailing dyad patient-caregiver outcome reporting approaches. The search was run in the MEDLINE®, Embase, and PsycINFO® databases using the OvidSP platform and was limited to English-language studies published within 10 years of the conducted search on 28 September 2021, and 13 articles were selected for full-text review based on pre-specified criteria. Advantages and disadvantages for use of a dyad data collection approach are discussed. Though not appropriate for all settings, dyad data collection may be useful for situations where the best practice approach to measurement does not capture all relevant perspectives, or the use of PRO and ObsRO also does not comprehensively capture all relevant concepts. In following, it may offer a pragmatic solution that can minimize the use of proxy assessment and limit missing data, particularly in research involving a shared patient and caregiver treatment experience. Experience Framework This article is associated with the Staff & Provider Engagement lens of The Beryl Institute Experience Framework (https://www.theberylinstitute.org/ExperienceFramework). Access other PXJ articles related to this lens. Access other resources related to this lens.

Copyright of Tabayyun is the property of Arab Center for Research & Policy Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examines the effects of celebrity endorsed advertising from a new perspective of the prior research that emphasizes the matchup between the brand and the celebrity. Due to the recent sharing experiences of the celebrity and their fans on SNS, it is hypothesized that the shared stories would impact viewers’ responses that are often expressed in their likes, dislikes, shares and comments on SNS. In this study, the episodic type of advertising is hypothesized to have more favorable and active responses from viewers than the typical celebrity image-focused ads would have. By crawling and analyzing viewers’ responses on YouTube toward 12 BTS endorsed ads, the hypotheses are confirmed as higher ratio of likes, lower ratio of dislikes and significantly higher ratio of comments over both total views and total likes were found. For the rationale behind, total 1800 comments were categorized into 4 major content types such as attached, experiential, empathic and self-related ones that are all considered as important factors influencing the strong ad effect. The results showed that the episodic ads have marginally more emotional comments than the celeb image ads. The difference was only found in experiential and empathic responses but not in self-related responses. Contrary to the hypothesis, the comments expressing attachment were found more for the celebrity image-focused ads than the episodic ones. It does not seem to suggest that the celebrity image focused ads are better to capture viewers’ attachment towards the celebrity and the ad endorsed, but that the episodic ads draw viewers into relatively deeper level of attachment such as empathy by perceiving the authenticity of the celebrity and the brand. In conclusion, the shared stories on SNS can be a factor in the match-up theory on celebrity endorsed ad effects.

Bastian et al. (2014) found that sharing a painful experience promoted later intergroup cooperation. In Bastian et al.'s second experiment, 62 participants were assigned to groups of two to six people each. They performed either two painful or two painless tasks and then played an economic game. The present study consisted of two replications of the experiment: The first was a nonpreregistered pilot study (N = 153 students from the Czech Republic), and the second was a preregistered direct replication (N = 158 students from Slovakia). Important deviations from the original procedure were that (a) gender homogeneity of the small groups was balanced across the conditions and (b) the number of participants in each small group was fixed at three. No relevant effect of shared pain on cooperation emerged. The findings indicate that the true effect of shared pain on cooperation obtained in the original study may have been an overestimate or that the effect is not generally valid across various contexts. [ABSTRACT FROM AUTHOR]

The COVID-pandemic has meant that we, as therapists, go through the same experiences as our patients. Bass's paper enables us to digest these last months' experience, not only from a professional perspective, but from both emotional and practical perspectives as well. In this paper, we zoom into the new opportunities frame alterations have brought, such as more intimacy and openness, both for patients and therapists. [ABSTRACT FROM AUTHOR]

Therapeutic recreation is beneficial for people with and without disabilities, promoting an empowered, connected, and joyful life. The present study aimed to analyse canvas art created on a therapeutic recreation programme called Recovery Camp, to discover what they reveal about the shared experiences which have occurred. This study utilized an arts‐based research method and thematic analysis to discover what participants have communicated via their artwork from ten camps between 2018 and 2019. This study adheres to the COREQ guidelines for qualitative studies. Reflexive thematic analysis produced subthemes which informed three main themes and an identified core meaning of Social Capital. The three main themes were Togetherness and teamwork, Positivity, and Gratitude for Recovery Camp. Based on these findings, canvas art has revealed that shared experiences during a therapeutic recreation camp were positive and connecting. Social capital was created and bridged at Recovery Camp through teamwork and prosocial attitudes. Gratitude has also been disclosed by participants for their shared positive experience. [ABSTRACT FROM AUTHOR]

With the guiding principle “Learning from Athens” the 14th edition of documenta in 2017 was presented in the form of two nearly simultaneous, separate and at the same time related exhibitions in two historically very different and rather distant cities, Kassel and Athens, respectively in two different countries, Germany in the middle of Europe and Greece on the outskirts of Europe. With this curatorial approach Artistic Director Adam Szymczyk obviously goes against the principles of the venerable art institution, which was founded in 1955 by artist and art educator Arnold Bode in Kassel and, since then, is implemented as a periodical exhibition with a 100-day duration at its venue in Kassel. Moreover, Szymczyk disengages documenta from its well-established position as a hosting institution that traditionally invites artists and cultural creators from all over the world to Kassel, and assigns it a new role as guest with the aim to manifest “the dissolution of barriers separating those who lack the simplest means from those who are usually all-too-willing to give them lessons but seldom a hand”, as he articulated in his concept in 2013. In this paper, I will investigate how the curatorial concept of documenta 14 challenges not only the institutional history, structure and status of documenta but also how it resumes and transforms documenta’s initial understanding of an ethics of cultural connectivity in times of crisis and traumatic historical ruptures for today. From a transcultural perspective, I will critically examine, how far the curatorially initiated “terms of invitation” and “forms of collaboration” for the exhibition between Kassel and Athens can be acknowledged as a shared cultural practice within an open process that goes beyond the simple logic of oppositions between North and South, or the West and ‘the Rest’, binaries of exclusion and inclusion, or any essentializing and reducing criteria of national identity. According to this, I will also discuss how documenta 14’s claim “Learning from Athens” addresses and implements fundamental ideas of critical art education, which are strongly related to democratic conditions of participation and the legitimacy to produce knowledge and meaning in a globally interconnected and increasingly unpredictable world.

This article is an attempt to analyze the features of the titular concept of the school of thought, which occurs through participation in situations that encourage the sharing of experience. The formation of a school of thought is understood as a relational process; therefore, in this context, a consideration of social relationships becomes a key task. It is also an expression of the culture of practice shared by participants in the activity and created by them. As a result, a school of thought is understood as an interweaving of relationships, opinions, and positions which direct and orient the activity. Relational processes are examined from this perspective, i.e. the processes of the lasting existence and transformation of a school of thought, presented in their many different dimensions.

Three experiments investigated whether and why sharing experiences of social exclusion or social acceptance with others strengthens social bonds. Participants experienced either social exclusion or social acceptance alongside another co‐participant who either also experienced the same outcome, or experienced a different outcome, as them. Multilevel modeling results showed that participant dyads who shared the experience of social exclusion or social acceptance felt closer to each other than those who experienced different outcomes, and that perceived similarity mediated the effect of shared experiences on social bonds. Interestingly, participants felt closer to one another after having shared social acceptance, more so than when they have shared social exclusion. Implications of the present findings are interpreted in light of theories of social exclusion, shared experiences, and social bonding. [ABSTRACT FROM AUTHOR]

Copyright of Co-herencia is the property of Universidad EAFIT and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Shared experience – i.e. commonality in inner states such as feelings, beliefs, or concerns – plays an important role in establishing and maintaining close relationships. Emotional Similarity (ES) can be thought of as one type of shared experience, but the exact role it plays in our responses to specific contexts (objects, events, circumstances) is not well understood. We sought to examine the day-level context-dependent roles of romantic partners' ES. We hypothesised that relational events (i.e. conflict and sexual activity) occurring on days with high ES would be more consequential. Two samples (N = 44, N = 80) of committed couples completed daily diaries for three and five weeks, respectively. Each evening, partners reported their currently-felt moods, relationship quality, and the occurrence of conflict and/or sex in the preceding 24 h. ES was operationalised as the profile similarity between the partners' moods on each day. Generally, ES moderated the associations between conflict or sex and relational outcomes: on days marked by greater ES, conflict and sex had stronger negative/positive outcomes, respectively. These findings highlight the importance of considering ES on a momentary basis and suggest that it may function as an amplifier of charged relational events. [ABSTRACT FROM AUTHOR]

Vietnam is a multi-ethnic state that has diverse religious traditions as a result of the continuous interaction of both internal and external sources of philosophies. Because of the demands and interests of the state and people, bureaucrats, elites and commoners of traditional Vietnamese kingdoms had to create a dynamic, unified system of notations and rituals in order to produce a shared political and cultural experience. Vietnam's struggle for independence and development during the last millennium has demonstrated that this system is a unique mechanism used to empower the Vietnamese people and enable the crossing of boundaries. History has shown that Vietnamese people, largely influenced by external philosophies, have learned to absorb and reconstruct a harmonised and localised form of ancestor-worship and the Three-Teachings (Buddhism, Confucianism and Taoism) to create the cultural nexus for themselves. As a result, the fusion and reconstruction of national identity not only made Vietnamese culture more distinct from Chinese culture (a source of influence) but also created a neutralised social bond among the different classes that strengthened the sense of solidarity. The people's war against foreign invaders, the people's diplomacy, and people-oriented policies were thus successful. The Vietnamese approach to state-building has sought to directly cultivate social harmonisation and religious tolerance among its people. This research mainly applies Adam Seligman and Robert Weller's (2012) concept of mutual interaction between notation, ritual and shared experience, in order to analyse different discourses disclosed by the case studies. The research argues that definite state-centralised agenda had never achieved the ultimate goal of state- building in Vietnam even though to some extent it appeared to have been successful during late imperial China. Instead, there always have been needs to find a neutral area somewhere in between both sides such that state interests and the desires of the commoners could meet, mutually make compromise and allow themselves to be fused together. [ABSTRACT FROM AUTHOR]

Many philosophers contend that selfhood involves a uniquely first-personal experiential dimension, which precedes any form of socially dependent selfhood. In this paper, I do not wish to deny the notion of such a "minimal" experiential dimension as encapsulating the very givenness of experience as for a certain subject, such that experiences are accessible to this subject in a way that they are not for others. However, I do wish to deny any temptation to view minimal experiential selfhood as ontogenetically more primitive than socially constituted selfhood. That is, the 'thinnest' construal of minimal experiential selfhood fails to properly account for characteristics that are essential to human selfhood; namely, the intimate, embodied interactions that unfold at the incipient moments of human life. I argue that taking the ontogenesis of embodied human existence seriously involves accepting the de facto equiprimordiality of minimal experientialiasm with a 'minimal' form of relational selfhood, i.e. the co-constitution of experience through engagements with others. [ABSTRACT FROM AUTHOR]

This article compares the sociological writings of Schutz and Becker on making music together. Schutz laid stress on the We-relationship resulting from face-to-face performance of music, in which every listener participates with the other listeners, the performers, and the composers. Becker emphasized the existence of taken-for-granted conventions on which cooperative relations between performers are based, in conjunction with other members of the music subcommunity with whom they are engaged in a communication flow. The involved actors may participate in several reciprocally connected worlds of shared experiences, which if jointly considered constitute the art world. The theoretical and conceptual differences between Schutz and Becker, which concern their sociological writings on music, are related to analogous diversities between Phenomenological Sociology and Symbolic Interactionism. Finally, Weber, Honigsheim, and Adorno's contributions to the sociology of music have been here considered for comparative purposes. [ABSTRACT FROM AUTHOR]

As the world's population continues to grow older, retired individuals seek out musical experiences. Many of these musicians are returning to playing in a wind band for the first time in decades, so they are, in essence, beginners again. The learning experiences of adults of returning to band contains both physical and social barriers but returning beginners are often able to overcome individual difficulties to find meaning and enjoyment in an activity they gave up many years ago. Twelve returning beginners from a New Horizons Band were interviewed and their experiences were analyzed through hermeneutic phenomenology to explore relearning an instrument through participation in an American wind band. Five themes emerged through the analysis: return of ability, awareness of physical change, consciousness of ability, continual progress, and ensemble concerns. These themes consisted of both individual and social components within the essence of returning to instrumental music through an American wind band. The essence of returning to band can help community ensemble directors derive pedagogical strategies and consider specific factors that could contribute to the adult music learning process. [ABSTRACT FROM AUTHOR]

The content of the emotional-semantic correctional approach, which is aimed at overcoming the distortion of mental development of a child with autism, is revealed. Emotional development of a child, which exists in a shared experience with an adult, is a prerequisite for the formation of their active meaningful relationship with the world. An idea of the first significant markers of autistic development tendencies is given. The aims, the content, the techniques of correctional work with an early age autistic child and methods of assisting their relatives are shown.

Sharing experiences with others, even without communication, can amplify those experiences. We investigated whether shared stressful experiences amplify. Participants completed the Cold Pressor Task at the same time as a confederate, or while the confederate completed another task. Importantly, participants in the shared (vs. unshared) condition experienced more sensory pain characteristics and reported more stress over time in relation to the task. Importantly, they reported thinking more about the confederate's thoughts and feelings. This mentalizing sometimes mediated effects, suggesting the task amplified when participants constructed mental representations of others' CPT experience (e.g. that it hurts) and incorporated it into their own responses. [ABSTRACT FROM AUTHOR]

Our multicultural, conflict-pervaded era challenges teacher-education institutes to find optimal ways to educate the next generation of educators. The current research investigates teacher education in Israel, where conflict exists between a Jewish majority and Arab minority. Qualitative action research, conducted over five years at an Israeli college of education, examined three different education models for multicultural education. Findings suggest that the most successful model relied on shared, egalitarian experience, recognizing power relations between majority and minority groups. These findings may inform teacher-education institutes in other countries, suggesting tools to promote tolerance towards minorities and their integration as equals in society. • The study underlines the importance of a shared, egalitarian experience in multicultural education. • Minority native language is of importance in planning a joint curriculum. • Power relations between student-teacher groups are a major element in designing a curriculum. • Conflictual discourse should be integrated into the program after a shared experience. [ABSTRACT FROM AUTHOR]

We propose a low-asymmetry interface to improve the presence of non-head-mounted-display (non-HMD) users in shared virtual reality (VR) experiences with HMD users. The low-asymmetry interface ensures that the HMD and non-HMD users’ perception of the VR environment is almost similar. That is, the point-of-view asymmetry and behavior asymmetry between HMD and non-HMD users are reduced. Our system comprises a portable mobile device as a visual display to provide a changing PoV for the non-HMD user and a walking simulator as an in-place walking detection sensor to enable the same level of realistic and unrestricted physical-walking-based locomotion for all users. Because this allows non-HMD users to experience the same level of visualization and free movement as HMD users, both of them can engage as the main actors in movement scenarios. Our user study revealed that the low-asymmetry interface enables non-HMD users to feel a presence similar to that of the HMD users when performing equivalent locomotion tasks in a virtual environment. Furthermore, our system can enable one HMD user and multiple non-HMD users to participate together in a virtual world; moreover, our experiments show that the non-HMD user satisfaction increases with the number of non-HMD participants owing to increased presence and enjoyment.

• Peers' shared experience could uniquely benefit clients and service organizations. • Working in professional settings benefits peers' personal wellbeing and professional growth. • Peers experience multilevel challenges due to their unique peer identity. • Organizations should have a full organizational commitment to peers' unique values. • Future research is needed on context- and setting-specific peer work experiences. People with lived or living experiences of drug use and services have been increasingly incorporated into nonpeer-led mainstream organizational settings as a unique workforce. Despite the much discussed effectiveness of peer services in achieving measurable outcomes, limited attention has been given to the experiential aspects of peer work from the perspectives of peers, clients, or others involved. This systematic review synthesized qualitative evidence examining the experiences of peer work in nonpeer-led drug use service settings. It focused on the benefits of incorporating peers as a unique workforce, the challenges they face, and the organizational factors that influence their practices. A search of 15 databases identified 3,940 unique citations, 33 of which met inclusion criteria. Thematic analysis was utilized to synthesize their findings. Foregrounding the uniqueness of peers' shared experience, studies have shown that incorporating peers into nonpeer-led settings can provide benefits at the client, organizational, and societal levels while promoting peers' personal and professional growth. The unique shared experience of peers can also present multidimensional challenges, such as triggering, boundary negotiation, and feelings of being trapped by their peer identity. To fully integrate peers into the system, organizations need to work with them to reconstruct organizational mission, culture, and structures in a way that recognizes and genuine commits to peers' unique values. This review highlights the significance of understanding peer uniqueness for organizations to create nourishing conditions for peer services and calls for future research exploring context- and setting-specific peer roles and organizational enablers and barriers. [ABSTRACT FROM AUTHOR]

Cet article a pour objet d’analyser les liens entre le champ de la pratique, le travail social et l’approche socio-pédagogique. Nous faisons l’hypothèse que le travail social est un type de pratiques des professionnels du social, et que l’approche socio-pédagogique pourrait remplir la fonction d’une métathéorie pour l’analyse du champ du travail social, en vue de permettre une orientation appropriée de l’agir dans ce champ et de choisir un mode d’activité. Cette perspective s’efforce de répondre aux questions complexes de la pratique, et par la suite d’encourager les acteurs à coopérer dans ce champ. Elle permet d’adopter une vision multidimensionnelle de la formation à l’activité dans un champ de la pratique. Nous considérons que l’introduction de l’approche socio-pédagogique pourrait enrichir et ordonner cette activité professionnelle en soulignant sa dimension sociétale. Dans cet article nous essayons d’analyser quelques outils de cette approche.