Pub Date : 2024-02-09DOI: 10.1177/26320770231201979
Jennifer A. Livingston, Aria Wiseblatt, K. M. Biehler, Rachael J. Shaw, Jennifer P. Read
Sexual assault (SA), particularly alcohol-involved SA, remains prevalent among college women. Because SA often begins in social contexts, bystander intervention has become a popular approach to prevention. Bystander interventions train individuals to intervene on behalf of others, including strangers, despite research indicating that intervention is more likely to occur when the bystander has a relationship with the target. Shifting the focus to friends as potential bystanders capitalizes on the qualities of relationship and responsibility that facilitate intervention. College women ( N = 35) participated in focus groups ( N = 8) during which they viewed a video prototype of a friend-based motivational interviewing (FMI) intervention session conducted with a friend dyad and provided feedback about the relevance and feasibility of using such an approach to reduce SA among friends who drink together in social settings. Content analysis of focus group transcripts yielded three themes: (a) Friends as Natural Bystanders, (b) The Role of Alcohol in Intervention, and (c) Receptivity to FMI intervention. Women indicated that they feel responsible for keeping their friends safe and that this sense of responsibility facilitates helping behaviors. Women also described ways through which alcohol intoxication can affect helping behavior. Women expressed enthusiasm for the FMI intervention approach and identified its emphasis on friendship and flexible approaches to personal safety as strengths. Findings highlight the promise of FMI intervention approaches that capitalize on the strengths of women’s friendship to create safety goals that align with participants’ values and overcome barriers to intervention, including alcohol intoxication.
{"title":"College Women’s Perceptions of A Friend-Based Intervention to Prevent Alcohol-Involved Sexual Assault","authors":"Jennifer A. Livingston, Aria Wiseblatt, K. M. Biehler, Rachael J. Shaw, Jennifer P. Read","doi":"10.1177/26320770231201979","DOIUrl":"https://doi.org/10.1177/26320770231201979","url":null,"abstract":"Sexual assault (SA), particularly alcohol-involved SA, remains prevalent among college women. Because SA often begins in social contexts, bystander intervention has become a popular approach to prevention. Bystander interventions train individuals to intervene on behalf of others, including strangers, despite research indicating that intervention is more likely to occur when the bystander has a relationship with the target. Shifting the focus to friends as potential bystanders capitalizes on the qualities of relationship and responsibility that facilitate intervention. College women ( N = 35) participated in focus groups ( N = 8) during which they viewed a video prototype of a friend-based motivational interviewing (FMI) intervention session conducted with a friend dyad and provided feedback about the relevance and feasibility of using such an approach to reduce SA among friends who drink together in social settings. Content analysis of focus group transcripts yielded three themes: (a) Friends as Natural Bystanders, (b) The Role of Alcohol in Intervention, and (c) Receptivity to FMI intervention. Women indicated that they feel responsible for keeping their friends safe and that this sense of responsibility facilitates helping behaviors. Women also described ways through which alcohol intoxication can affect helping behavior. Women expressed enthusiasm for the FMI intervention approach and identified its emphasis on friendship and flexible approaches to personal safety as strengths. Findings highlight the promise of FMI intervention approaches that capitalize on the strengths of women’s friendship to create safety goals that align with participants’ values and overcome barriers to intervention, including alcohol intoxication.","PeriodicalId":73906,"journal":{"name":"Journal of prevention and health promotion","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139847357","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 : 2024-01-11DOI: 10.1177/26320770231200230
Amanda B. Nickerson, Margaret E. Manges, Julianna Casella, Yingqi Huang, Jennifer A. Livingston, Lyndsay N. Jenkins, Gina M. Bellavia, T. Feeley
The goal of the current pilot study was to examine the effects of bystander intervention training on a sample of 27 high school students who were selected by their peers as opinion leaders. Measures of bystander intervention knowledge, attitudes, and behaviors were included in the within-subjects design. Sixteen of the students also participated in focus groups to provide feedback about their experiences with the training. Results showed that participating students reported increases in knowledge about bullying and sexual harassment, confidence in intervening, acceptance of responsibility, knowing what to do, and acting to intervene (including direct intervention, providing support, and reporting to an adult) from pre-to posttest. Themes from focus groups indicated that students found the training relevant and helpful, particularly for focusing on both bullying and sexual harassment and for providing opportunities to learn and practice multiple intervention strategies. Barriers to intervening based on the type of violence (e.g., physical vs. relational or verbal) and relationship with the people involved were also themes. Directions for future research and implications for practice, such as focusing on dissemination to the larger student body and implementing bystander intervention training within the context of a positive school climate that emphasizes social and emotional competencies, are discussed.
{"title":"Bystander Intervention in Bullying and Sexual Harassment Training: Mixed-Method Evaluation of NAB IT!","authors":"Amanda B. Nickerson, Margaret E. Manges, Julianna Casella, Yingqi Huang, Jennifer A. Livingston, Lyndsay N. Jenkins, Gina M. Bellavia, T. Feeley","doi":"10.1177/26320770231200230","DOIUrl":"https://doi.org/10.1177/26320770231200230","url":null,"abstract":"The goal of the current pilot study was to examine the effects of bystander intervention training on a sample of 27 high school students who were selected by their peers as opinion leaders. Measures of bystander intervention knowledge, attitudes, and behaviors were included in the within-subjects design. Sixteen of the students also participated in focus groups to provide feedback about their experiences with the training. Results showed that participating students reported increases in knowledge about bullying and sexual harassment, confidence in intervening, acceptance of responsibility, knowing what to do, and acting to intervene (including direct intervention, providing support, and reporting to an adult) from pre-to posttest. Themes from focus groups indicated that students found the training relevant and helpful, particularly for focusing on both bullying and sexual harassment and for providing opportunities to learn and practice multiple intervention strategies. Barriers to intervening based on the type of violence (e.g., physical vs. relational or verbal) and relationship with the people involved were also themes. Directions for future research and implications for practice, such as focusing on dissemination to the larger student body and implementing bystander intervention training within the context of a positive school climate that emphasizes social and emotional competencies, are discussed.","PeriodicalId":73906,"journal":{"name":"Journal of prevention and health promotion","volume":"27 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139533599","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 : 2023-12-10DOI: 10.1177/26320770231200211
Katie J. Shillington, L. Vanderloo, Shauna M Burke, Victor Ng, P. Tucker, J. Irwin
This study quantitatively assessed adults’ mental health and overall wellbeing over time during the first 16 months of the pandemic in Ontario, Canada. A total of 2,188 participants participated in the study and completed online questionnaires at three time points (baseline—April–July 2020; time 2—July–August 2020; and time 3—July–August 2021), which included demographic questions, the Mental Health Inventory (MHI), and the Personal Wellbeing Index-Adult (PWI-A). One-way repeated-measures ANOVAs revealed a statistically significant increase over time in participants’ mental health (MHI), as well as a significant decrease in their satisfaction with their standard of living, physical health, mental health, personal relationships, safety, community-connectedness, future security, and spirituality/religion (PWI-A). While participants’ mental health improved, their mean scores indicated the presence of mental health disorders. Generally speaking, over the first 16 months of the pandemic, the self-reported mental health of Ontario adults improved, while their perceived wellbeing declined.
{"title":"Ontario Adults’ Mental Health and Wellbeing During the First 16 Months of the COVID-19 Pandemic","authors":"Katie J. Shillington, L. Vanderloo, Shauna M Burke, Victor Ng, P. Tucker, J. Irwin","doi":"10.1177/26320770231200211","DOIUrl":"https://doi.org/10.1177/26320770231200211","url":null,"abstract":"This study quantitatively assessed adults’ mental health and overall wellbeing over time during the first 16 months of the pandemic in Ontario, Canada. A total of 2,188 participants participated in the study and completed online questionnaires at three time points (baseline—April–July 2020; time 2—July–August 2020; and time 3—July–August 2021), which included demographic questions, the Mental Health Inventory (MHI), and the Personal Wellbeing Index-Adult (PWI-A). One-way repeated-measures ANOVAs revealed a statistically significant increase over time in participants’ mental health (MHI), as well as a significant decrease in their satisfaction with their standard of living, physical health, mental health, personal relationships, safety, community-connectedness, future security, and spirituality/religion (PWI-A). While participants’ mental health improved, their mean scores indicated the presence of mental health disorders. Generally speaking, over the first 16 months of the pandemic, the self-reported mental health of Ontario adults improved, while their perceived wellbeing declined.","PeriodicalId":73906,"journal":{"name":"Journal of prevention and health promotion","volume":"615 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138982896","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 : 2023-11-09DOI: 10.1177/26320770231189611
Keri F. Kirk, Jessica Jackson, Sara Sagui-Henson, Emily Wang, Farah Semaan, Maximo R. Prescott, Camille E. Welcome Chamberlain, Cynthia Castro Sweet, Ellen E. Ijebor, Lindsey Knott
The current study evaluated work- and client-related burnout, perceived stress, and race-based stress with a focus on Black, Indigenous, or Persons of Color (BIPOC) mental health providers. An online survey ( n = 82) was distributed in the United States between July 17, 2020, and November 5, 2020. Demographic variables, racial discrimination during coronavirus disease 2019 (COVID-19), perceived stress, and the coping variables were assessed. The majority of respondents were women (85%), BIPOC identifying (72%), aged 25 to 34 years (43%), psychologists (50%), and had been practicing for 9 years. In total, 68% and 27% of providers reported moderate to severe work- and client-related burnout, respectively. Another 87% reported moderate to high stress. Factors associated with a higher level of burnout include being younger, having fewer years of experience, and being a social worker or family therapist. Among BIPOC providers, greater experiences of racial discrimination were associated with higher work-related burnout and stress. Greater use of maladaptive coping was associated with higher burnout and stress, yet we found no associations with the use of adaptive coping. Racial discrimination during COVID-19 was significantly associated with work-related burnout and perceived stress within a sample of predominantly BIPOC mental health providers. These findings reinforce the need for more focused support for mental health providers to ensure a healthy and resilient future workforce.
{"title":"Race-Based Experiences and Coping as Predictors of BIPOC Mental Health Provider Burnout and Stress During COVID-19","authors":"Keri F. Kirk, Jessica Jackson, Sara Sagui-Henson, Emily Wang, Farah Semaan, Maximo R. Prescott, Camille E. Welcome Chamberlain, Cynthia Castro Sweet, Ellen E. Ijebor, Lindsey Knott","doi":"10.1177/26320770231189611","DOIUrl":"https://doi.org/10.1177/26320770231189611","url":null,"abstract":"The current study evaluated work- and client-related burnout, perceived stress, and race-based stress with a focus on Black, Indigenous, or Persons of Color (BIPOC) mental health providers. An online survey ( n = 82) was distributed in the United States between July 17, 2020, and November 5, 2020. Demographic variables, racial discrimination during coronavirus disease 2019 (COVID-19), perceived stress, and the coping variables were assessed. The majority of respondents were women (85%), BIPOC identifying (72%), aged 25 to 34 years (43%), psychologists (50%), and had been practicing for 9 years. In total, 68% and 27% of providers reported moderate to severe work- and client-related burnout, respectively. Another 87% reported moderate to high stress. Factors associated with a higher level of burnout include being younger, having fewer years of experience, and being a social worker or family therapist. Among BIPOC providers, greater experiences of racial discrimination were associated with higher work-related burnout and stress. Greater use of maladaptive coping was associated with higher burnout and stress, yet we found no associations with the use of adaptive coping. Racial discrimination during COVID-19 was significantly associated with work-related burnout and perceived stress within a sample of predominantly BIPOC mental health providers. These findings reinforce the need for more focused support for mental health providers to ensure a healthy and resilient future workforce.","PeriodicalId":73906,"journal":{"name":"Journal of prevention and health promotion","volume":" 16","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135285978","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 : 2023-11-09DOI: 10.1177/26320770231189182
Sofia B. Fernandez, Rachel D. Clarke, Robbert J. Langwerden, Katherine R. Perez, Melissa Howard, Michelle M. Hospital, Staci Leon Morris, Eric F. Wagner
The success and advancement of HIV prevention efforts with emerging adults from minority communities requires continued and diligent collaboration between researchers, community members, and community-based organizations. This paper provides an overview of a 3-year collaboration between a Minority Serving Institution of Higher Education, and a grassroots, minority servicing HIV prevention agency. In South Florida, a geographic area with high incidence of HIV, we relied on community-based participatory research (CBPR) to guide the implementation of culturally, linguistically, and developmentally appropriate HIV prevention programming for 18 to 24-year-old Latinx university students. The project partnership was organized around: (a) integrating community knowledge through formative research to understand needs and determine relevant risk factors, (b) building a highly collaborative relationship between a large academic institution and community-based service provider, and (c) designing and implementing ongoing, strategic environmental prevention activities through community-involved research. We describe the collaborative partnership and multiple prevention strategies that were implemented. The success of the community–university partnership was highly dependent on the depth and breadth of collaboration, mutual support, and respect among collaborators. To advance sexual health promotion programs designed for Latinx emerging adults, we describe lessons learned for future CBPR implementation that focus on involving members of priority populations in research teams, aligning project voices, navigating internal governmental systems, creating mutual and direct benefits of partnership, and utilizing networks to enhance sustainability.
{"title":"Lessons Learned From a Community–University Partnership to Increase HIV Testing Services for Emerging Adults at a Minority-Serving Institution","authors":"Sofia B. Fernandez, Rachel D. Clarke, Robbert J. Langwerden, Katherine R. Perez, Melissa Howard, Michelle M. Hospital, Staci Leon Morris, Eric F. Wagner","doi":"10.1177/26320770231189182","DOIUrl":"https://doi.org/10.1177/26320770231189182","url":null,"abstract":"The success and advancement of HIV prevention efforts with emerging adults from minority communities requires continued and diligent collaboration between researchers, community members, and community-based organizations. This paper provides an overview of a 3-year collaboration between a Minority Serving Institution of Higher Education, and a grassroots, minority servicing HIV prevention agency. In South Florida, a geographic area with high incidence of HIV, we relied on community-based participatory research (CBPR) to guide the implementation of culturally, linguistically, and developmentally appropriate HIV prevention programming for 18 to 24-year-old Latinx university students. The project partnership was organized around: (a) integrating community knowledge through formative research to understand needs and determine relevant risk factors, (b) building a highly collaborative relationship between a large academic institution and community-based service provider, and (c) designing and implementing ongoing, strategic environmental prevention activities through community-involved research. We describe the collaborative partnership and multiple prevention strategies that were implemented. The success of the community–university partnership was highly dependent on the depth and breadth of collaboration, mutual support, and respect among collaborators. To advance sexual health promotion programs designed for Latinx emerging adults, we describe lessons learned for future CBPR implementation that focus on involving members of priority populations in research teams, aligning project voices, navigating internal governmental systems, creating mutual and direct benefits of partnership, and utilizing networks to enhance sustainability.","PeriodicalId":73906,"journal":{"name":"Journal of prevention and health promotion","volume":" 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135242066","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 : 2023-10-31DOI: 10.1177/26320770231187504
Erik Reinbergs, Sara Whitcomb
Youth suicide is a national public health concern and is the second leading cause of death of the 10- to 14-year-old age group. To enable future evaluation and tailoring of school-based suicide prevention efforts, this study developed and examined initial validity evidence for the Suicide Prevention Attitudes Rating Scale (SPARS) in a sample of California school principals. This study used multiple stages to develop the measure and analyze its psychometric properties via item development, expert review, response process interviews, and statistical analyses. Validity evidence in the areas of test content evidence, response process evidence, evidence of internal psychometric structure, and evidence based on relationships to other variables was collected. Despite initial validity evidence across test content, response process, and internal structure, the SPARS did not perform as expected when examining its correlations to related measures.
{"title":"The Development of the Suicide Prevention Attitudes Rating Scale and Initial Psychometric Properties of the Scale With School Principals","authors":"Erik Reinbergs, Sara Whitcomb","doi":"10.1177/26320770231187504","DOIUrl":"https://doi.org/10.1177/26320770231187504","url":null,"abstract":"Youth suicide is a national public health concern and is the second leading cause of death of the 10- to 14-year-old age group. To enable future evaluation and tailoring of school-based suicide prevention efforts, this study developed and examined initial validity evidence for the Suicide Prevention Attitudes Rating Scale (SPARS) in a sample of California school principals. This study used multiple stages to develop the measure and analyze its psychometric properties via item development, expert review, response process interviews, and statistical analyses. Validity evidence in the areas of test content evidence, response process evidence, evidence of internal psychometric structure, and evidence based on relationships to other variables was collected. Despite initial validity evidence across test content, response process, and internal structure, the SPARS did not perform as expected when examining its correlations to related measures.","PeriodicalId":73906,"journal":{"name":"Journal of prevention and health promotion","volume":"155 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135814044","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 : 2023-09-08DOI: 10.1177/26320770231183961
Aida Midgett, Diana M. Doumas, Robin Hausheer, Laura Bond, Mary K. Buller, Claudia Peralta, Matt Peck, Hailey McCormick
The purpose of this study was to assess the feasibility of parent training designed as a companion module to a bullying bystander intervention (STAC) for middle school students in rural communities. Parents ( N = 23) invited from three rural middle schools viewed a parent training and completed measures to assess limited efficacy through immediate program outcomes (e.g., knowledge, confidence, self-efficacy, attitudes, behavioral intentions) and program feasibility, as well as participated in focus groups to provide feedback about program acceptability, demand, practicality, and online delivery adaptation. Parents reported increases in knowledge and confidence in supporting their adolescents to intervene in bullying situations, confidence and comfort in managing bullying, bullying self-efficacy, communication self-efficacy, responsibility to actively engage in bullying prevention, and anti-bullying attitudes from pre-training to post-training. Parents also reported behavioral intentions to use strategies they learned to support their adolescents to intervene in bullying situations. Further, parents’ responses suggested high levels of program acceptability, as well as interest in an interactive, self-paced online parent training. Themes from focus groups ( n = 12) revealed a need for bullying prevention training for both students and parents in rural communities and found the training to be useful, easy to understand, and relevant and appropriate for their community. Parents identified barriers including cost, time, program flexibility, and the importance of parent buy-in. Parents also provided feedback specific to an online training, including a preference for a smartphone application and design elements to increase engagement. Implications for program development for rural communities are discussed.
{"title":"Feasibility of a Bullying Bystander Intervention (STAC) Parent Module for Rural Schools","authors":"Aida Midgett, Diana M. Doumas, Robin Hausheer, Laura Bond, Mary K. Buller, Claudia Peralta, Matt Peck, Hailey McCormick","doi":"10.1177/26320770231183961","DOIUrl":"https://doi.org/10.1177/26320770231183961","url":null,"abstract":"The purpose of this study was to assess the feasibility of parent training designed as a companion module to a bullying bystander intervention (STAC) for middle school students in rural communities. Parents ( N = 23) invited from three rural middle schools viewed a parent training and completed measures to assess limited efficacy through immediate program outcomes (e.g., knowledge, confidence, self-efficacy, attitudes, behavioral intentions) and program feasibility, as well as participated in focus groups to provide feedback about program acceptability, demand, practicality, and online delivery adaptation. Parents reported increases in knowledge and confidence in supporting their adolescents to intervene in bullying situations, confidence and comfort in managing bullying, bullying self-efficacy, communication self-efficacy, responsibility to actively engage in bullying prevention, and anti-bullying attitudes from pre-training to post-training. Parents also reported behavioral intentions to use strategies they learned to support their adolescents to intervene in bullying situations. Further, parents’ responses suggested high levels of program acceptability, as well as interest in an interactive, self-paced online parent training. Themes from focus groups ( n = 12) revealed a need for bullying prevention training for both students and parents in rural communities and found the training to be useful, easy to understand, and relevant and appropriate for their community. Parents identified barriers including cost, time, program flexibility, and the importance of parent buy-in. Parents also provided feedback specific to an online training, including a preference for a smartphone application and design elements to increase engagement. Implications for program development for rural communities are discussed.","PeriodicalId":73906,"journal":{"name":"Journal of prevention and health promotion","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136361261","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 : 2023-08-30DOI: 10.1177/26320770231178516
J. Annesi
Overwhelmingly poor results beyond the short term suggest advances in treating obesity through behavioral means are required. Research on psychosocial intervention targets is particularly important. Because of possible widespread impacts crossing socioeconomic and racial/ethnic lines, methods that can effectively be disseminated in a large-scale and economical manner are also needed. This research assessed women participating in community-administered obesity treatments with similar curricula that were either manual-based ( n = 39) or in-person-based ( n = 44). Along with conclusions that emotional eating is relevant, especially in women, the paradigms of social cognitive theory, self-regulation theory, the mood-behavior-model, and coaction theory guided analyses of psychosocial predictors of weight/body composition changes. Both treatment formats were associated with significant improvements in exercise, mood disturbance, self-regulation of exercise and eating, emotional eating, weight, and waist circumference, with significantly greater improvements associated with the in-person format. Tests of model-fitting indicated that baseline–Time 2 change terms were the better predictor of the subsequent variable in planned regression models, except the self-regulation factors where Month 3 scores were strongest. Increased exercise predicted a reduction in mood disturbance. The path from mood→self-regulation of exercise→self-regulation of eating→emotional eating was significant, along with the direct path from (exercise-associated) changes in mood→emotional eating. Emotional eating reduction significantly predicted reduced weight and waist circumference over 6 and 12 months. The relation between mood and self-regulation supported the mood-behavior-model, whereas the prediction of self-regulation of eating by exercise-related self-regulation affirmed coaction theory. Findings may be used to inform further research and applications targeting psychosocial changes within behavioral obesity treatments.
{"title":"From Increased Exercise to Reductions in Emotional Eating and Weight/Waist Circumference: Refining Theory-Driven Psychosocial Targets for Treating Obesity","authors":"J. Annesi","doi":"10.1177/26320770231178516","DOIUrl":"https://doi.org/10.1177/26320770231178516","url":null,"abstract":"Overwhelmingly poor results beyond the short term suggest advances in treating obesity through behavioral means are required. Research on psychosocial intervention targets is particularly important. Because of possible widespread impacts crossing socioeconomic and racial/ethnic lines, methods that can effectively be disseminated in a large-scale and economical manner are also needed. This research assessed women participating in community-administered obesity treatments with similar curricula that were either manual-based ( n = 39) or in-person-based ( n = 44). Along with conclusions that emotional eating is relevant, especially in women, the paradigms of social cognitive theory, self-regulation theory, the mood-behavior-model, and coaction theory guided analyses of psychosocial predictors of weight/body composition changes. Both treatment formats were associated with significant improvements in exercise, mood disturbance, self-regulation of exercise and eating, emotional eating, weight, and waist circumference, with significantly greater improvements associated with the in-person format. Tests of model-fitting indicated that baseline–Time 2 change terms were the better predictor of the subsequent variable in planned regression models, except the self-regulation factors where Month 3 scores were strongest. Increased exercise predicted a reduction in mood disturbance. The path from mood→self-regulation of exercise→self-regulation of eating→emotional eating was significant, along with the direct path from (exercise-associated) changes in mood→emotional eating. Emotional eating reduction significantly predicted reduced weight and waist circumference over 6 and 12 months. The relation between mood and self-regulation supported the mood-behavior-model, whereas the prediction of self-regulation of eating by exercise-related self-regulation affirmed coaction theory. Findings may be used to inform further research and applications targeting psychosocial changes within behavioral obesity treatments.","PeriodicalId":73906,"journal":{"name":"Journal of prevention and health promotion","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81846656","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 : 2023-08-30DOI: 10.1177/26320770231173874
Lei Wang, N. Truong, Alysha Palacio, Jeffrey E. Unterberger
As university counseling centers (UCCs) are diversifying, research on the experiences of clinicians of color, particularly women of color (WOC), and how they navigate their sociocultural identities at UCC workplace settings remains limited. We used a qualitative thematic analysis approach to explore the current support they receive, suggestions for UCCs to better support WOC, and suggestions for other WOC interested in pursuing a career at UCCs. A total of 56 participants responded to an online survey. Two broad themes emerged with the data around (a) existing and expanding support from UCCs for WOC and (b) advice for WOC interested in pursuing a career in UCCs. Subthemes delineated were (a) professional development and support and (b) workplace climate. While most participants named how their agencies supported them, many provided suggestions on how UCCs can improve from the process of recruitment, retention, leadership, and professional development to being respectful of WOC’s boundaries and needs. Related to workplace climate, participants appreciated the spaces created for either them or their clients of color. They suggested UCCs to be strategic in providing spaces where genuine feedback can be provided, creating various spaces for WOC (e.g., listserv, lunch group), and facilitating ongoing diversity training and discussions. Participants also imparted their wisdom to WOC through encouragement and practical advice. This study centers the voices of WOC clinicians and discusses the importance of self-advocacy, the various supports needed from institutions, and how White supervisors and mentors can better serve their WOC supervisees and trainees.
{"title":"What’s Next? On Better Supporting Women of Color Clinicians in University Counseling Centers","authors":"Lei Wang, N. Truong, Alysha Palacio, Jeffrey E. Unterberger","doi":"10.1177/26320770231173874","DOIUrl":"https://doi.org/10.1177/26320770231173874","url":null,"abstract":"As university counseling centers (UCCs) are diversifying, research on the experiences of clinicians of color, particularly women of color (WOC), and how they navigate their sociocultural identities at UCC workplace settings remains limited. We used a qualitative thematic analysis approach to explore the current support they receive, suggestions for UCCs to better support WOC, and suggestions for other WOC interested in pursuing a career at UCCs. A total of 56 participants responded to an online survey. Two broad themes emerged with the data around (a) existing and expanding support from UCCs for WOC and (b) advice for WOC interested in pursuing a career in UCCs. Subthemes delineated were (a) professional development and support and (b) workplace climate. While most participants named how their agencies supported them, many provided suggestions on how UCCs can improve from the process of recruitment, retention, leadership, and professional development to being respectful of WOC’s boundaries and needs. Related to workplace climate, participants appreciated the spaces created for either them or their clients of color. They suggested UCCs to be strategic in providing spaces where genuine feedback can be provided, creating various spaces for WOC (e.g., listserv, lunch group), and facilitating ongoing diversity training and discussions. Participants also imparted their wisdom to WOC through encouragement and practical advice. This study centers the voices of WOC clinicians and discusses the importance of self-advocacy, the various supports needed from institutions, and how White supervisors and mentors can better serve their WOC supervisees and trainees.","PeriodicalId":73906,"journal":{"name":"Journal of prevention and health promotion","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84201244","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 : 2023-08-01DOI: 10.1177/26320770231197350
Lisa Sontag-Padilla, Feifei Ye, Regina Firpo-Triplett, Brittany Lucas, Amanda Meyer, Serafina Lanna, Elie Ohana, Matthew Chinman
Well-trained facilitators are critical for prevention programs. However, in-person facilitator training can be expensive and inconvenient. To make facilitator training affordable and accessible, we tested a prototype of online simulator-based training for Making Proud Choices! (MPC) facilitators using a mixed-method approach of survey assessments and observations of teaching. MPC is a leading evidence-based human immunodeficiency virus (HIV), sexually transmitted infection (STI), and teen pregnancy risk-reduction program. A convenience sample of 53 adults was randomly assigned to receive facilitator training on one MPC activity either via an online simulation or via in-person. Participants completed pre–post-surveys and role-played the activity to demonstrate both fidelity and quality of instruction post-training. Pre–post-survey findings demonstrated that the online simulation group was no different compared to the in-person group for improvement in creating a safe and inclusive environment and for engagement of students. This was not the case for knowledge of the curriculum and steps of proper condom use, self-efficacy, and self-reported handling of some sensitive questions and student whispering. However, we did find comparable pre–post-change between the two groups on these measures. Role-play observation results showed that the online simulation group was no different, and in many cases better, than the in-person group on fidelity and quality indicators. Participants reported high levels of acceptability, likability, and applicability to teach youth about sexual health and safety using the prototype. Findings suggest online simulation training can replicate the learning experience from in-person methods, which, in turn, increases access to effective educator training.
{"title":"Testing a Proof of Concept of an Online Simulator-Based Training for Facilitators of Evidence-Based Sexual Health Education Interventions: A Small Randomized Trial Involving Making Proud Choices","authors":"Lisa Sontag-Padilla, Feifei Ye, Regina Firpo-Triplett, Brittany Lucas, Amanda Meyer, Serafina Lanna, Elie Ohana, Matthew Chinman","doi":"10.1177/26320770231197350","DOIUrl":"https://doi.org/10.1177/26320770231197350","url":null,"abstract":"Well-trained facilitators are critical for prevention programs. However, in-person facilitator training can be expensive and inconvenient. To make facilitator training affordable and accessible, we tested a prototype of online simulator-based training for Making Proud Choices! (MPC) facilitators using a mixed-method approach of survey assessments and observations of teaching. MPC is a leading evidence-based human immunodeficiency virus (HIV), sexually transmitted infection (STI), and teen pregnancy risk-reduction program. A convenience sample of 53 adults was randomly assigned to receive facilitator training on one MPC activity either via an online simulation or via in-person. Participants completed pre–post-surveys and role-played the activity to demonstrate both fidelity and quality of instruction post-training. Pre–post-survey findings demonstrated that the online simulation group was no different compared to the in-person group for improvement in creating a safe and inclusive environment and for engagement of students. This was not the case for knowledge of the curriculum and steps of proper condom use, self-efficacy, and self-reported handling of some sensitive questions and student whispering. However, we did find comparable pre–post-change between the two groups on these measures. Role-play observation results showed that the online simulation group was no different, and in many cases better, than the in-person group on fidelity and quality indicators. Participants reported high levels of acceptability, likability, and applicability to teach youth about sexual health and safety using the prototype. Findings suggest online simulation training can replicate the learning experience from in-person methods, which, in turn, increases access to effective educator training.","PeriodicalId":73906,"journal":{"name":"Journal of prevention and health promotion","volume":"23 1","pages":"381 - 403"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139352159","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}
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