Journal of Prevention & Intervention in the Community最新文献

Cardiovascular diseases (CVDs) are a major cause of death globally, and minority communities are at higher risk of chronic health outcomes. A combination of lifestyle, including physical activity (PA), good nutrition, and reduced stress, can improve life expectancy. This study aimed to analyze the association between CVDs and PA among the adult population (N = 3,956) based on the World Health Organization (WHO) STEPwise Approach to Surveillance (STEPS) survey in Afghanistan. Descriptive statistics, logistic regression, and spatial analytical techniques were used to analyze the data. Based on the WHO STEPS data, the computed prevalence of CVDs, obesity, hypertension, diabetes, and high cholesterol were 7.41%, 45.57%, 34.06%, 9.51%, and 12.16%, respectively. Multivariate logistic analysis indicated that moderate work-related PA was associated with higher odds of CVDs and high cholesterol while inversely associated with obesity. Moderate leisure-related PA was positively associated with obesity. Vigorous leisure-related PA was associated with lower risks of CVDs, obesity, and high cholesterol but had a positive association with hypertension. Spatial analysis revealed a CVD hotspot in the southern region and the risk factors clustered in the northern region. These findings offer valuable insights for community and public health practitioners to design targeted interventions for reducing the burden of CVDs and risk factors in communities in developing countries.

Purpose: To present information on the feasibility and acceptability of a Stroke Champion "train-the-trainer" program, including lessons learned, for dissemination of stroke prevention knowledge and resources among African Americans (AA) residing within the Minneapolis-St. Paul, MN metropolitan area.

Design: One arm pre-post-test design.

Methods: Twelve AA "Stroke Champions" were recruited to assess the feasibility and acceptability of an online stroke prevention education curriculum and peer-to-peer education.

Results: We successfully designed, developed, and implemented a stroke prevention education website for community use. All Stroke Champions completed initial training and evaluation, and reported the usefulness and usability of the website., However, they also reported that they needed more facilitation support from our research team to deliver education in the community.

Conclusion: Engaging Stroke Champions is potentially beneficial in increasing stroke prevention knowledge. However, Stroke Champions need more support to effectively engage, educate, and disseminate knowledge among peers.

During the most recent wave of anti-racism movements in the U.S., Critical Race Theory has gained attention as a key mechanism to identify, deconstruct, and challenge dominant white American ideologies and their associated institutional practices. Given that Critical Race Theory threatens to unmask and destabilize centralized white racialized power in the United States, dominant white cultural and institutional backlash to attack, suppress, and invalidate anti-racist ideologies and practices has reached new levels. This article proposes that the American conservative right-wing uses a core rhetorical strategy known as Institutional DARVO to undermine anti-racism movements and Critical Race Theory. Institutional DARVO is a systems-level extension of DARVO (Deny, Attack, Reverse Victim and Offender) which identifies three specific patterns of abuse seen in intimate partner violence. This article will provide an analysis of the document issued by former President Donald J. Trump on September 22, 2020, "Executive Order on Combating Race and Sex Stereotyping," to illustrate the governmental-political use of Institutional DARVO in the backlash against Critical Race Theory. This Executive Order has influenced conservative political ideas and rhetoric that has fueled the growing surge of book bans, anti-DEI governmental practices and policies, anti-education legislation, and the recent supreme court decision to declare affirmative action unlawful. Identifying these core patterns and strategies used by primarily white conservative groups and institutions to challenge anti-racist movements is critically important in addressing both the realities and false narratives around race and inequity in the United States, as these narratives are impacting our current social, political, legal, and educational culture, practices, and policies.

Menstrual health and hygiene (MHH) inequities disproportionately impact communities who are marginalized. In 2018, Illinois passed the Learn with Dignity Act (LWDA) requiring schools to provide menstrual products in bathrooms, yet little is known about its impacts. This evaluation examined LWDA implementation across Chicago Public Schools (CPS) and identified barriers, facilitators, and lessons to inform future MHH policy implementations. A qualitative study was conducted by thematically analyzing interviews with CPS staff (n = 36) from October 2020 - September 2021 in partnership with CPS Office of Student Health and Wellness (OSHW). Staff reported inadequate LWDA and MHH education and inconsistent menstrual product availability. Structural, systemic, and cultural implementation barriers hindered student access to products and created inequities based on age, gender, and income. Staff investment and student education were implementation facilitators. Staff awareness of policy implementation protocol, student MHH education, and addressing access inequities are key factors for consideration in future policy implementations. Through the WSCC model, these findings demonstrated the importance of strengthening MHH policies and policy implementation to promote student health, well-being, and educational opportunities.

This paper aims to analyze equity in education policies and practices in Southern Spain that ensure cultural competence in services and the inclusion of migrant and racialized students. Our model for defining and analyzing equity in education was adapted from the Migrant Integration Policy Index (MIPEX) and includes five dimensions: (E1) equity in mission/goal, (E2) equity in access, (E3) quality/sensitivity of services, (E4) equity in participation, and (E5) development of partnerships and opportunities. Through transformative mixed methods (i.e., documental analysis of 13 policies, 15 interviews with professionals, one focus group with mothers of Afro-descendant students), the results showed that equity was 100% present in the mission/goal of the Andalusian education system, although there were gaps in its practical implementation, especially in participation and quality/responsiveness. These results were discussed and recommendations for improving equity in education policies and practices are proposed participatively.

Anti-Black racism in K-12 education settings has long-term impacts on Black students, including negative academic and mental health outcomes. Limited interventions following experiences of racism shape Black students' expectations of K-12 education, accumulating over time into institutional distrust and these mental health outcomes. As such, it is necessary to understand how Black students experience racism within K-12 settings to better inform interventions that can be implemented at the school level. To that end, this study employed the participatory action research (PAR) method of photovoice to understand the impacts of racism in educational settings among 5 Black women undergraduate students. Results highlight the cumulative effects of racism on identity development and early coping. Implications inform future interventions to address the cumulative effects of anti-Black racism in K-12 education.

In this Special Issue of the Journal of Prevention and Intervention in the Community, Building a Future for Education Equity Interventions, we acknowledge how research more often privileges those who write about it versus those who participate in it. The researchers in this special issue identify as women, people from diverse racial and ethnic backgrounds, and international scholars. This special issue shares the work of several authors who provide conceptual and empirical findings demonstrating ways to protect young people's dignity and those communities marginalized by race, ethnicity, gender, and ability.

Existing literature on Black caregiver's interactions with their children has overwhelmingly focused on parenting deficits and interventions designed to "fix" Black families. In utilizing the BlackCreate framework (2023), this study explores how Black caregivers intentionally crafted learning spaces for their children within the context of a six month intervention. Brilliant Joy in a Box was a six-month intervention developed in partnership with a Black woman entrepreneur that delivered caregiver-child Black history home learning boxes to families during the COVID-19 pandemic with the goal of addressing the impacts of persistent historical educational inequities for Black youth, the disproportionate impact of the pandemic Black families, and requests from community members seeking additional programming during the winter months. In the current study, we analyzed videos of 77 families interacting during a guided play activity. We found that the learning spaces created by Black families focused on four subject matters and their domains: literacy, scientific curiosity, math, and identity. We also found that Black caregivers organically utilized guided play to promote joyful interaction and learning. Findings underscore the importance of educators and school staff learning from families in order to reimagine learning and design community based interventions.