Case work with children in a family agency

Thesis (M.S.)--Boston University, 1948. This item was digitized by the Internet Archive

Moonlighting proteins and their role in the control of signaling microenvironments, as exemplified by cGMP and phytosulfokine receptor 1 (PSKR1)

Signal generating and processing complexes and changes in concentrations of messenger molecules such as calcium ions and cyclic nucleotides develop gradients that have critical roles in relaying messages within cells. Cytoplasmic contents are densely packed, and in plant cells this is compounded by the restricted cytoplasmic space. To function in such crowded spaces, scaffold proteins have evolved to keep key enzymes in the correct place to ensure ordered spatial and temporal and stimulus-specific message generation. Hence, throughout the cytoplasm there are gradients of messenger molecules that influence signaling processes. However, it is only recently becoming apparent that specific complexes involving receptor molecules can generate multiple signal gradients and enriched microenvironments around the cytoplasmic domains of the receptor that regulate downstream signaling. Such gradients or signal circuits can involve moonlighting proteins, so called because they can enable fine-tune signal cascades via cryptic additional functions that are just being defined. This perspective focuses on how enigmatic activity of moonlighting proteins potentially contributes to regional intracellular microenvironments. For instance, the proteins associated with moonlighting proteins that generate cyclic nucleotides may be regulated by cyclic nucleotide binding directly or indirectly. In this perspective, we discuss how generation of cyclic nucleotide-enriched microenvironments can promote and regulate signaling events. As an example, we use the phytosulfokine receptor (PSKR1), discuss the function of its domains and their mutual interactions and argue that this complex architecture and function enhances tuning of signals in microenvironments

An integrative approach to evaluating the implementation of social and emotional learning and gender-based violence prevention education

Evaluation studies often use stand-alone and summative assessment strategies to examine the impacts of Social and Emotional Learning (SEL) and Gender-based Violence (GBV) prevention education programs. However, implementation research is yet to offer an integrative framework that can be used to investigate the implementation drivers that lead to the uptake of programs that pursue SEL and GBV prevention agendas. We address this gap in research by presenting a framework developed to investigate factors affecting the implementation of the Resilience, Rights and Respectful Relationships program, an SEL and GBV prevention education program developed for primary and secondary schools in the state of Victoria, Australia. Drawing upon and advancing a conceptual framework for implementation fidelity proposed by Carroll and colleagues we discuss the iterative process designed to investigate the individual, school and system level factors within the wider political and ideological setting(s) of the program that impact on its implementation. Within this iterative process, we highlight the need to focus on ‘the ecology of relations’ that exists between various implementation elements, and their possible mediating impact on program delivery, uptake and outcomes.peer-reviewe

Developmental trajectories of adolescent risky drinking: Predictors from the Drug Education in Victoria Schools (DEVS) study

With alcohol misuse one of the leading causes of disability among young Australians, determination of potential predictors of risky drinking trajectories of young people is crucial. This study aimed to identify risky drinking trajectories from early to mid-adolescence and to determine if membership of a harm minimization intervention, alcohol knowledge, attitudes towards alcohol and prevalence of alcohol harms would predict trajectory group membership. Longitudinal data from 1,746 students were used to identify alcohol consumption trajectory groups for both intervention and control students. Higher baseline knowledge predicted a higher, increasing, consumption trajectory for controls, whereas, safer attitudes at baseline was not associated with a higher, increasing trajectory. All other alcohol harms at baseline were strongly associated with higher consumption trajectories. The intervention group had fewer increasing trajectories and a lower level of consumption at the end of the program, suggesting the drug education program reduced the number of students who substantially increased their consumption over time, while at the same time reducing their level of consumption in relative terms. The consistency of better intervention student outcomes across all trajectories provides evidence that the drug education program was influential with all types of student drinkers and is suitable for universal deliver

Alcohol prevention for school students: Results from a 1-year follow up of a cluster-randomised controlled trial of harm minimisation school drug education

Aims: The Drug Education in Victorian Schools (DEVS) programme taught about licit and illicit drugs over two years (2010–2011), with follow up in the third year (2012). It focussed on minimising harm and employed participatory, critical-thinking and skill-focussed pedagogy. This study evaluated the programme’s residual effectiveness at follow up in reducing alcohol-related risk and harm. Methods: A cluster-randomised, controlled trial was conducted with a student cohort during years eight (13–14 years old), nine (14–15 years old) and 10 (15–16 years old). Schools were randomly allocated to the DEVS programme (14 schools, n = 1163), or their usual drug education (7 schools, n = 589). Multi-level models were fitted to the data, which were analysed on an intent-to-treat basis. Statistically significant findings: Over the 3 years, there was a greater increase in intervention students’ knowledge about drugs, including alcohol. Their alcohol consumption did not increase as much as controls. Their alcohol-related harms decreased, while increasing for controls. There were fewer intervention group risky drinkers, and they reduced their consumption compared to controls. Similarly, harms decreased for intervention group risky drinkers, while increasing for controls. Conclusions: Skill-focussed, harm minimisation drug education can remain effective, subsequent to programme completion, in reducing students’ alcohol consumption and harm, even with risky drinkers

Playful activity post-learning improves training performance in Labrador Retriever dogs (Canis lupus familiaris)

Situations that are emotional and arousing have an effect on cognitive performance. It is thought that beta adrenergic activation and the release of stress hormones enhance memory consolidation and lead to an increase in memorability of emotional events. This beneficial effect has been shown in humans, non-human primates and rodents. Techniqueswhich could enhancememory for learning specific taskswould be highly valuable, especially in dogs, which are extensively trained to aid humans. A pseudo-randomized, counterbalanced, between subject study designs was utilised and 16 Labrador Retrievers ranging from 1 to 9 years of agewere trained in a 2-choice discrimination paradigm. After task acquisition, either a playful activity intervention (N= 8) or a resting period (N= 8) took place, lasting for 30 min. A range of factors including age, sex, training experience and trials to criterion on each day was subjected to a multiple factor/covariate General Linear Model analysis. The results show that playful activity post-learning improved training performance evidenced by fewer trials needed to re-learn the task 24 h after initial acquisition (playful activity group: mean number of trials 26, SD 6; resting group: mean number of trials 43, SD 19, effect size 1.2). Average heart rate, as a measure of arousal, during the interventionwas significantly higher in the playful activity group (143 beats/min, SD 16) versus the resting group (86 beats/min, SD 19, P b 0.001). Salivary cortisol did not significantly differ between groups during training, however a significant decrease (T:−4.1 P b 0.01) was seen after the playful activity. To our knowledge this is the first evidence that posttraining activity may influence training performance in dogs

The impact of gender, socioeconomic status and locality on the development of student patterns of alcohol consumption and harm

Purpose. The consequences of problematic alcohol consumption fall heavily on Australian adolescents, with this population at increased risk of death, serious injury and other harm. Research regarding whether gender, socioeconomic status (SES) or locality play a role in young people’s alcohol consumption and related harm is limited in Australia. This study aimed to determine whether Victorian students’ patterns of alcohol uptake, consumption, and related harm differed between gender, SES and locality. Design/methodology/approach. The study involved secondary analysis of student data from the Drug Education in Victorian Schools (DEVS) harm minimization drug education program, undertaken in 21 Victorian government schools over three years The initial cohort of 1752 students was followed during years eight, nine and ten, when their average age would have respectively been 13, 14 and 15 years. Findings. There were no gender differences in drinking uptake, consumption or harm. Students with low SES were more likely to have consumed a full drink of alcohol and also experienced more alcohol related harm. Students living in a Regional/Rural area were more likely to have engaged in high alcohol consumption. Originality/value. The findings of this study highlighted that different student demographics have an impact on patterns of alcohol consumption, vulnerability and harm. Students with low SES, living in a Regional/Rural area, are more at risk than students with higher SES living in a Fringe Metro/Major Regional or Metro area. Future harm minimization drug education programs delivered in schools need toshould consider the needs of students with demographics that make them more susceptible to higher consumption and harm

Drug education in victorian schools (DEVS): the study protocol for a harm reduction focused school drug education trial

<p>Abstract</p> <p>Background</p> <p>This study seeks to extend earlier Australian school drug education research by developing and measuring the effectiveness of a comprehensive, evidence-based, harm reduction focused school drug education program for junior secondary students aged 13 to 15 years. The intervention draws on the recent literature as to the common elements in effective school curriculum. It seeks to incorporate the social influence of parents through home activities. It also emphasises the use of appropriate pedagogy in the delivery of classroom lessons.</p> <p>Methods/Design</p> <p>A cluster randomised school drug education trial will be conducted with 1746 junior high school students in 21 Victorian secondary schools over a period of three years. Both the schools and students have actively consented to participate in the study. The education program comprises ten lessons in year eight (13-14 year olds) and eight in year nine (14-15 year olds) that address issues around the use of alcohol, tobacco, cannabis and other illicit drugs. Control students will receive the drug education normally provided in their schools. Students will be tested at baseline, at the end of each intervention year and also at the end of year ten. A self completion questionnaire will be used to collect information on knowledge, patterns and context of use, attitudes and harms experienced in relation to alcohol, tobacco, cannabis and other illicit drug use. Multi-level modelling will be the method of analysis because it can best accommodate hierarchically structured data. All analyses will be conducted on an Intent-to-Treat basis. In addition, focus groups will be conducted with teachers and students in five of the 14 intervention schools, subsequent to delivery of the year eight and nine programs. This will provide qualitative data about the effectiveness of the lessons and the relevance of the materials.</p> <p>Discussion</p> <p>The benefits of this drug education study derive both from the knowledge gained by trialling an optimum combination of innovative, harm reduction approaches with a large, student sample, and the resultant product. The research will provide better understanding of what benefits can be achieved by harm reduction education. It will also produce an intervention, dealing with both licit and illicit drug use that has been thoroughly evaluated in terms of its efficacy, and informed by teacher and student feedback. This makes available to schools a comprehensive drug education package with prevention characteristics and useability that are well understood.</p> <p>Trial registration</p> <p>Australia and New Zealand Clinical Trials Register (ANZCTR): <a href="http://www.anzctr.org.au/ACTRN12612000079842.aspx">ACTRN12612000079842</a></p