School Climate and Risky Behaviors Among Rural Adolescents

The present study sought to determine whether rural high school students\u27 positive perceptions of their school climate could make it less likely that they would engage in or be exposed to risky behaviors, and if students\u27 gender and grade moderated this association. School climate is a construct that consists of the following five major dimensions: Safety, Relationships, Teaching and Learning, the Instructional Environment, and the School Improvement Process, although this final dimension was not assessed in the current study (Thapa, Cohen, Guffey, and Higgins-D\u27Alessandro, 2013). The specific risky behaviors that were examined in this study were delinquent behaviors, victimization, substance use, and sexual risk-taking (Varjas, Henrich, & Meyers, 2009; Gottfredson, Gottfredson, Payne, & Gottfredson, 2005; Wang, Selman, Dishion, & Stormshak, 2010; Kasen, Cohen, & Brook, 1998; O\u27Brennan & Furlong, 2010; Kumar, O\u27Malley, & Johnston, 2008). In order to evaluate whether the hypothesized connection existed, the author analyzed archival data collected from students attending high schools in a rural Midwestern county. The data that were utilized for this study were from surveys that assessed students\u27 perceptions of their school climate and the degree to which they engaged in or were exposed to the aforementioned types of risky behaviors. The results of this study suggest that the Relationships dimension of school climate is particularly important for students attending schools in rural areas. Results additionally suggest that students in lower grades are more likely to be victimized than students in higher grades. More specific findings, implications, and future directions, are also discussed in this paper

Early sex work initiation and condom use among alcohol-using female sex workers in Mombasa, Kenya: a cross-sectional analysis

Early initiation of sex work is prevalent among female sex workers (FSWs) worldwide. The objectives of this study were to investigate if early initiation of sex work was associated with: (1) consistent condom use, (2) condom negotiation self-efficacy or (3) condom use norms among alcohol-using FSWs in Mombasa, Kenya

Early Sex Work Initiation and Violence against Female Sex Workers in Mombasa, Kenya

Between 20 and 40 % of female sex workers (FSWs) began sex work before age 18. Little is known concerning whether early initiation of sex work impacts later experiences in adulthood, including violence victimization. This paper examines the relationship between early initiation of sex work and violence victimization during adulthood. The sample included 816 FSWs in Mombasa, Kenya, recruited from HIV prevention drop-in centers who were 18 years or older and moderate-risk drinkers. Early initiation was defined as beginning sex work at 17 or younger. Logistic regression modeled recent violence as a function of early initiation, adjusting for drop-in center, age, education, HIV status, supporting others, and childhood abuse. Twenty percent of the sample reported early initiation of sex work. Although both early initiators and other FSWs reported commonly experiencing recent violence, early initiators were significantly more likely to experience recent physical and sexual violence and verbal abuse from paying partners. Early initiation was not associated with physical or sexual violence from non-paying partners. Many FSWs begin sex work before age 18. Effective interventions focused on preventing this are needed. In addition, interventions are needed to prevent violence against all FSWs, in particular, those who initiated sex work during childhood or adolescence

Performance-Based Contracting and the Moderating Influence of Caseworker Role Overload on Service Provision in Child Welfare

Although performance-based contracts have become increasingly popular in child welfare, administrators are developing these contracts with little empirically guided information about how internal work conditions may influence the services families receive. This study examines how child welfare caseworker role overload moderates associations between child welfare agencies’ use of performance-based contracting and services provided to families. Analyses using data from the National Survey of Child and Adolescent Well-Being suggest that when caseworkers experience high role overload, use of performance-based contracts may decrease caregivers’ likelihood of receiving necessary social and behavioral health services. These findings and their implications are discussed

How outpatient substance abuse treatment unit director activities may affect provision of community outreach services

Community outreach services play an important role in infectious disease prevention and engaging drug users not currently in treatment. However, fewer than half of US substance abuse treatment units provide these services and many have little financial incentive to do so. Unit directors generally have latitude about scope of services, including the level of outreach provided to the community. The current study examines how directors’ interactions with external stakeholders affect substance abuse treatment units’ provision of community outreach services

When teachers have autonomy to create SEL initiatives : conceptualizations and iterations

Teachers may be encouraged to follow a prescribed curriculum when teaching social and emotional learning (SEL), and varied research findings attest to the efficacy of this approach in fostering students’ social and emotional competencies. An alternative approach might see teachers create SEL initiatives and infuse, embed, or integrate SEL into core teaching content. This case study explored how, when asked to foster social and emotional learning within their schools, 16 SEL teachers created learning opportunities for students to bolster their social and emotional skills. Teachers were asked to first define SEL and then to create portfolios showcasing three of their SEL lessons or initiatives. Content analysis of definitions revealed that teachers largely defined SEL as fostering students’ self-awareness and self-management. Content analysis of each of the teachers’ lessons indicated that the learning opportunities or initiatives that teachers introduced were predominantly social in nature and oftentimes focused on having students practice emotion regulation strategies. Findings inform our understanding of the perceptions and actualizations of SEL in applied contexts.peer-reviewe

The impact of an alcohol harm reduction intervention on interpersonal violence and engagement in sex work among female sex workers in Mombasa, Kenya: Results from a randomized controlled trial

To evaluate whether an alcohol harm reduction intervention was associated with reduced interpersonal violence or engagement in sex work among female sex workers (FSWs) in Mombasa, Kenya

The Gestational Diabetes Management System (GooDMomS): development, feasibility and lessons learned from a patient-informed, web-based pregnancy and postpartum lifestyle intervention

Abstract Background Gestational diabetes mellitus (GDM) contributes to the epidemic of diabetes and obesity in mothers and their offspring. The primary objective of this pilot study was to: 1) refine the GDM Management System (GooDMomS), a web-based pregnancy and postpartum behavioral intervention and 2) assess the feasibility of the intervention. Methods In phase 1, ten semi-structured interviews were conducted with women experiencing current or recent GDM mellitus GDM to garner pilot data on the web based intervention interface, content, and to solicit recommendations from women about refinements to enhance the GooDMomS intervention site. Interviews were audiotaped, transcribed and independently reviewed to identify major themes with Atlas.ti v7.0. In phase 2, a single-arm feasibility study was conducted and 23 participants were enrolled in the GooDMomS program. Participants received web lessons, self-tracking of weight and glucose, automated feedback and access to a message board for peer support. The primary outcome was feasibility, including recruitment and retention and acceptability. Secondary outcomes included the proportion of women whose gestational weight gain (GWG) was within the Institute of Medicine (IOM) guidelines and who were able to return to their pre-pregnancy weight after delivery. Results Comments from semi-structured interviews focused on: 1) usability of the on-line self-monitoring diary and tracking system, 2) access to a safe, reliable social network for peer support and 3) ability of prenatal clinicians to access the on-line diary for clinical management. Overall, 21 (91 %) completed the pregnancy phase. 15/21 (71 %) of participants were within the Institute of Medicine (IOM) guidelines for GWG. Sixteen (70 %) completed the postpartum phase. 7/16 (43 %) and 9/16 (56 %) of participants returned to their pre-pregnancy weight at 6 and 30 weeks postpartum, respectively. Conclusions This study documents the feasibility of the GooDMomS program. The results can have implications for web technology in perinatal care and inform the current care paradigm for women with GDM. Findings are supportive of further research with recruitment of a larger sample of participants and comparison of the outcomes with the intervention and standard care. Trial registration The study was registered at ClinicalTrials.gov on May 15, 2012 under protocol no. NCT01600534

A Family „Affear‟: Three Generations of Agoraphobics

My thesis explores the disabling condition agoraphobia with panic disorder across the life spans of three individuals who are related: 63 year old Grandmother, her daughter - 43 year old Mother, and her grandson - 23 year old Son. As their life stories are told, glimpses of experienced stigma, emotional management, creation of identities, and coping mechanisms are revealed. These are analyzed using the sociological theories of Goffman, Ellis, Cahill, and Davidson. The notion of nature versus nurture is most apparent in Son\u27s story which details the effects of growing up with Grandmother\u27s severe agoraphobic episodes. While each individual does have similarities in their experience of this disorder, nevertheless they each cope and manage in very different ways. I begin by offering a quick look at my own experience with the disorder. I then provide a definition of agoraphobia with panic disorder, its etiology and risk factors. I discuss the prevalence of the disorder and how it affects the individuals\u27 quality of life. I present Grandmother, Mother and Son\u27s life stories followed by an analysis of their experienced stigma, emotion management, and coping mechanisms. Of particular interest, is Son\u27s life story followed by his personal depiction of the evolution of his anxiety, his theory concerning causes, and his methods of control. My methodology was selected, first, because Priestly (2003) suggests taking the life span approach is of vital importance when studying a disability. Second, while many assertions have been made about what influences the onset of this disorder; little is known about what the individuals actually experience and how it affects their emotions and social interactions. The use of qualitative methodology allows for a more in-depth understanding of these individuals\u27 thoughts, perceptions, and emotional reactions to their illness and interactions that cannot be known through quantitative methods. In addition, this may provide us with the tools to create successful interventions that will lessen the discomfort of the individuals and will also allow us to find ways to reduce the harm inflicted by society while adding knowledge about the social and emotional experience of this disabling illness