Child sexual abuse recurrence can have a detrimental and devastating effect on victims. Less is known, however, about the risk and protective factors associated with child sexual abuse recurrence. In order to better understand these risk and protective factors, a narrative review was conducted of the current literature. Academic databases, cited references, and reference lists were searched for peer-reviewed research that focused on sexual abuse recurrence prior to age 18 years. The risk and protective factors identified in the literature were organized into four a priori categories based on an ecological systems framework: child, characteristics of the maltreatment, family, and community/social systems. Examples of risk factors at each level were child mental health concerns (child), the perpetrator being the mother’s significant other (characteristics of the maltreatment), parental history of sexual abuse (family), and active or prior child welfare involvement (community/social systems). Only two protective factors were identified, both regarding the family: family social support and a parent believing the child’s report of the initial victimization. There were mixed or inconclusive findings for several factors. Overall, the review indicates that tertiary prevention, including child-, caregiver-, and perpetrator-focused strategies, should be employed to mitigate the risk factors and enhance the protective factors for child sexual abuse recurrence. Further research is needed to address protective factors and community/social systems factors and could, building on this narrative review, involve a systematic review of the child sexual abuse recurrence literature.
{"title":"Child Sexual Abuse Recurrence: A Narrative Review","authors":"Rachel Wildfeuer, Julia M. Kobulsky, J. M. Reyes","doi":"10.15367/ch.v2i2.486","DOIUrl":"https://doi.org/10.15367/ch.v2i2.486","url":null,"abstract":"Child sexual abuse recurrence can have a detrimental and devastating effect on victims. Less is known, however, about the risk and protective factors associated with child sexual abuse recurrence. In order to better understand these risk and protective factors, a narrative review was conducted of the current literature. Academic databases, cited references, and reference lists were searched for peer-reviewed research that focused on sexual abuse recurrence prior to age 18 years. The risk and protective factors identified in the literature were organized into four a priori categories based on an ecological systems framework: child, characteristics of the maltreatment, family, and community/social systems. Examples of risk factors at each level were child mental health concerns (child), the perpetrator being the mother’s significant other (characteristics of the maltreatment), parental history of sexual abuse (family), and active or prior child welfare involvement (community/social systems). Only two protective factors were identified, both regarding the family: family social support and a parent believing the child’s report of the initial victimization. There were mixed or inconclusive findings for several factors. Overall, the review indicates that tertiary prevention, including child-, caregiver-, and perpetrator-focused strategies, should be employed to mitigate the risk factors and enhance the protective factors for child sexual abuse recurrence. Further research is needed to address protective factors and community/social systems factors and could, building on this narrative review, involve a systematic review of the child sexual abuse recurrence literature.","PeriodicalId":72639,"journal":{"name":"Commonhealth (Philadelphia, Pa.)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46890316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Andrea Silverman, Morgan Friedman, Jalisa Whiting-Smalls, N. Wisseh, L. Friedman, J. Ibrahim
The Control Value Leaning Theory can be used to understand and impact student knowledge, interest, and experiences in content relating to health professions and associated topics, including working with organizations and communities and being a part of a task group or interdisciplinary team. This case study reports on the experiences of 19 students in a graduate practice social work course: Practice of Social Service Delivery II. Students’ increased control and input in assignments and perception of the assignments’ value were associated with increased motivation, performance, and enjoyment. Experiential learning opportunities that emphasized greater student choice and value increased students’ exposure to the professional realm and appeared to increase the perceived importance of a course topic in which students previously had low knowledge and interest.
{"title":"Growth in Motivation, Performance, and Positive Emotions: Experiential Learning in Macro Social Work","authors":"Andrea Silverman, Morgan Friedman, Jalisa Whiting-Smalls, N. Wisseh, L. Friedman, J. Ibrahim","doi":"10.15367/ch.v2i2.485","DOIUrl":"https://doi.org/10.15367/ch.v2i2.485","url":null,"abstract":"The Control Value Leaning Theory can be used to understand and impact student knowledge, interest, and experiences in content relating to health professions and associated topics, including working with organizations and communities and being a part of a task group or interdisciplinary team. This case study reports on the experiences of 19 students in a graduate practice social work course: Practice of Social Service Delivery II. Students’ increased control and input in assignments and perception of the assignments’ value were associated with increased motivation, performance, and enjoyment. Experiential learning opportunities that emphasized greater student choice and value increased students’ exposure to the professional realm and appeared to increase the perceived importance of a course topic in which students previously had low knowledge and interest.","PeriodicalId":72639,"journal":{"name":"Commonhealth (Philadelphia, Pa.)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45166522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rural communities are significantly impacted by mental health and substance use disorders. Reform is needed to solve these issues. The Biden Administration’s Public Option and Representatives Pramila Jayapal and Debbie Dingell's Medicare for All Act of 2021 aim to improve the United State’s health care system. While each of these pieces of legislation are steps in the right direction, additional investment is needed in mental health infrastructure in order to make meaningful improvements in rural communities.
{"title":"Healthcare Reform: Implications for Mental Health in Rural America","authors":"Greg Wisniewski","doi":"10.15367/ch.v2i2.482","DOIUrl":"https://doi.org/10.15367/ch.v2i2.482","url":null,"abstract":"Rural communities are significantly impacted by mental health and substance use disorders. Reform is needed to solve these issues. The Biden Administration’s Public Option and Representatives Pramila Jayapal and Debbie Dingell's Medicare for All Act of 2021 aim to improve the United State’s health care system. While each of these pieces of legislation are steps in the right direction, additional investment is needed in mental health infrastructure in order to make meaningful improvements in rural communities. ","PeriodicalId":72639,"journal":{"name":"Commonhealth (Philadelphia, Pa.)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46804930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Many public health courses include content on behavior change theories, including the Diffusion of Innovation Theory (DoI). In DoI, innovations are adopted based on 5 characteristics: the innovation's relative advantage of what came before, its compatibility with a person or group's culture, the complexity of the innovation, whether the innovation can be tried before fully adopted, and whether or not the effects of adopting this innovation can be observed in others. This paper describes the application of the public health response to COVID-19 in the US as a dynamic example with which to teach DoI theory in the context of an undergraduate program planning and evaluation class. Because students were forced into an online environment when essential businesses closed in an effort to ‘flatten’ the coronavirus curve, we describe the unique way the outbreak could be used in an organic online discussion in which students could use their own current experiences to extrapolate to the DoI constructs. While not done as a formal "lesson plan", we describe the students' engagement, provide commentary of their application of DoI to the COVID-19 response, and suggest how more formal exercises could be incorporated into undergraduate public health curriculum.
{"title":"How the Coronavirus Inspired Teaching the Diffusion of Innovation Theory","authors":"Deirdre A Dingman, S. Bass","doi":"10.15367/ch.v2i2.451","DOIUrl":"https://doi.org/10.15367/ch.v2i2.451","url":null,"abstract":"Many public health courses include content on behavior change theories, including the Diffusion of Innovation Theory (DoI). In DoI, innovations are adopted based on 5 characteristics: the innovation's relative advantage of what came before, its compatibility with a person or group's culture, the complexity of the innovation, whether the innovation can be tried before fully adopted, and whether or not the effects of adopting this innovation can be observed in others. This paper describes the application of the public health response to COVID-19 in the US as a dynamic example with which to teach DoI theory in the context of an undergraduate program planning and evaluation class. Because students were forced into an online environment when essential businesses closed in an effort to ‘flatten’ the coronavirus curve, we describe the unique way the outbreak could be used in an organic online discussion in which students could use their own current experiences to extrapolate to the DoI constructs. While not done as a formal \"lesson plan\", we describe the students' engagement, provide commentary of their application of DoI to the COVID-19 response, and suggest how more formal exercises could be incorporated into undergraduate public health curriculum.","PeriodicalId":72639,"journal":{"name":"Commonhealth (Philadelphia, Pa.)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45558723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Innovative new teaching techniques continue to grow, but a solid grounding in the basic elements of good teaching pedagogy and clear communication is also needed. The foundation of a classroom should be a learning community in which students and instructors alike share a safe space to learn new content, engage in activities to practice with course materials and build skills, and to evaluate progress towards course learning goals. There are some instructors who were not formally trained to teach in higher education and may use the materials that were handed down to them, but not truly know how to develop their own course from the beginning. In this article, we reimagine building a better classroom through the use of infographics. The benefit of infographics is that a picture allows the instructor to interpret the image and adjust for their teaching style and the context of the course. Key elements of good teaching include course alignment, class planning, clear communication with students and collaboration between the instructor and students. Moreover, Covid-19 has heightened awareness of the need for instructors to consider the individual student and ensure that they are set up for success in the context of the class and being a student more generally. We showcase a set of six infographics to demonstrate the use of this medium to develop a successful and enjoyable course and discuss the ways in which the infographics can guide development of an evidence-based teaching approach.
{"title":"Imagining a Better Classroom: Infographics to Build Learning Communities","authors":"J. Ibrahim, Ann N. Frankel, J. Mansell","doi":"10.15367/ch.v2i2.453","DOIUrl":"https://doi.org/10.15367/ch.v2i2.453","url":null,"abstract":"Innovative new teaching techniques continue to grow, but a solid grounding in the basic elements of good teaching pedagogy and clear communication is also needed. The foundation of a classroom should be a learning community in which students and instructors alike share a safe space to learn new content, engage in activities to practice with course materials and build skills, and to evaluate progress towards course learning goals. There are some instructors who were not formally trained to teach in higher education and may use the materials that were handed down to them, but not truly know how to develop their own course from the beginning. In this article, we reimagine building a better classroom through the use of infographics. The benefit of infographics is that a picture allows the instructor to interpret the image and adjust for their teaching style and the context of the course. Key elements of good teaching include course alignment, class planning, clear communication with students and collaboration between the instructor and students. Moreover, Covid-19 has heightened awareness of the need for instructors to consider the individual student and ensure that they are set up for success in the context of the class and being a student more generally. We showcase a set of six infographics to demonstrate the use of this medium to develop a successful and enjoyable course and discuss the ways in which the infographics can guide development of an evidence-based teaching approach. ","PeriodicalId":72639,"journal":{"name":"Commonhealth (Philadelphia, Pa.)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46234693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-01Epub Date: 2021-09-24DOI: 10.15367/ch.v2i2.488
Zena Saifo, Krista Schroeder
{"title":"Public Health Students Can Use Geographic Information Systems to Make a Positive Impact on Communities.","authors":"Zena Saifo, Krista Schroeder","doi":"10.15367/ch.v2i2.488","DOIUrl":"https://doi.org/10.15367/ch.v2i2.488","url":null,"abstract":"","PeriodicalId":72639,"journal":{"name":"Commonhealth (Philadelphia, Pa.)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9387873/pdf/nihms-1782042.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40629650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
No abstract submitted. Let me know if you need one and I'll add one.
未提交摘要。如果你需要，请告诉我，我会加一个。
{"title":"Multidisciplinary Assessment and Management of a Complex Patient Who Underwent Bariatric Surgery for Clinically Severe Obesity: A Case Report","authors":"D. Sarwer","doi":"10.15367/CH.V2I1.452","DOIUrl":"https://doi.org/10.15367/CH.V2I1.452","url":null,"abstract":"No abstract submitted. Let me know if you need one and I'll add one. ","PeriodicalId":72639,"journal":{"name":"Commonhealth (Philadelphia, Pa.)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41383201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
V. Boni, Schyler Edwards, K. Koehler, Michelle Liu, Theresa McShea, Meghan Swyryn
We are a group of medical, undergraduate, and public health students at Temple University doing our best to support the high-risk population in North Philadelphia during the global COVID-19 pandemic. Our aim is to make and distribute fabric masks to local organizations that support the North Philadelphia community and directly to patients that come to Temple University Hospital.
{"title":"Temple Students Mount Response Against the COVID-19 Pandemic","authors":"V. Boni, Schyler Edwards, K. Koehler, Michelle Liu, Theresa McShea, Meghan Swyryn","doi":"10.15367/ch.v1i3.425","DOIUrl":"https://doi.org/10.15367/ch.v1i3.425","url":null,"abstract":"We are a group of medical, undergraduate, and public health students at Temple University doing our best to support the high-risk population in North Philadelphia during the global COVID-19 pandemic. Our aim is to make and distribute fabric masks to local organizations that support the North Philadelphia community and directly to patients that come to Temple University Hospital.","PeriodicalId":72639,"journal":{"name":"Commonhealth (Philadelphia, Pa.)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41854002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Relatively early during the start of the COVID-19 pandemic it was widely recognized that community spread could be mitigated by the widespread wearing of face masks. However, at first, they were difficult to procure and the CDC discouraged the use of masks for the general public since this might cause shortages for healthcare workers. Subsequently, the CDC suggested that cloth masks, without filters, should be used by the general public since these were considered ineffective for healthcare workers. Using the concepts of design thinking, effective protective face masks with filters were designed and developed using readily available materials that could be used by the general public.
{"title":"Design and Development of a Protective Face Mask to Mitigate Community Spread and Prevent Wearer Infection from COVID - 19 Using Design Thinking","authors":"D. Brookstein","doi":"10.15367/ch.v1i3.421","DOIUrl":"https://doi.org/10.15367/ch.v1i3.421","url":null,"abstract":"Relatively early during the start of the COVID-19 pandemic it was widely recognized that community spread could be mitigated by the widespread wearing of face masks. However, at first, they were difficult to procure and the CDC discouraged the use of masks for the general public since this might cause shortages for healthcare workers. Subsequently, the CDC suggested that cloth masks, without filters, should be used by the general public since these were considered ineffective for healthcare workers. Using the concepts of design thinking, effective protective face masks with filters were designed and developed using readily available materials that could be used by the general public. ","PeriodicalId":72639,"journal":{"name":"Commonhealth (Philadelphia, Pa.)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46552121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：